That’s Special

Over the past several weeks I’ve gotten to know the map of CVNP pretty well, as well as the lay of the land.  There are so many special places in the Park and this blog is dedicated to some of my personal hotspots…

Tinker’s Creek Gorge is on a very steep hill. On the way up there was a deer waiting to cross the road and on the way down, two determined older and very fit bikers were pushing up the hill. Driving through the Bedford Reservation Metro park to get to the Gorge was a pleasure. Following the creek, and imagining kids frolicking in the water sprinklers and jumping around on the playground was delightful.  The Terra Vista Natural Study Area was a stop on the way back. It was a little to “natural” for my taste,    (It makes me truly appreciate the work that the National Park workers and Conservancy volunteers do to keep the trails looking and working their best).

Exploration days, where I can get outdoors, see, experience, and appreciate different locations in throughout the Park, are one of the best parts about this position. On one such day I had the treat to visit the Blue Heron nesting area off Bath Rd. The Heronry with or without binoculars is a special location. You can literally see dozens of nests and will undoubtedly see one or a few herons flying to and from. I’ve heard that the Herons have to keep their nesting area away from the Eagles or else the Eagles will feed the heron eggs to their eaglets! I don’t know how true it is but I’m relieved that the Eagle’s Nest is further north.

So far, one of my favorite places to visit is the Beaver Marsh. This place is full of history and you never know what you might see there. One time visiting with the other TRT’s we focused on turtles and frogs. We saw several of both. We could see the work of the Beaver’s but during the daylight hours, not the beavers themselves. A deer passing through, wood ducks and ducklings, different species of birds, Herons too, damsel flies and dragon flies and so much more!

There's a variety of wildlife that calls the Beaver Marsh home, not bad for a former junkyard!

The Brecksville station part of the Towpath where the Eagle’s nest was great the second time around, because the adolescent was actually there! A young eagle was alone, hovering over the nest, as if his parents told him not to leave or he could have been working up the courage to soar!?!

Other hotspots:

• Tinker’s Creek Gorge the Overlook, even though there is no lower level view.
• Canal Visitor Center with the realistic and semi-interactive exhibits on Canal locks, life, early Native-American history is worth the trip north and there are plans to update this center and make even more interactive!
• Rockside station has the eco-friendly pavement and parking lot.
• Hunt Farm Visitor Center has an adorable play area for small children and personifies creativity.
• Hines Hill Center is home to the Conservancy. The “Barn” and the “Chicken Coup” that shares the campus,  can be rented out and is a picturesque place for a wedding ceremony.

ART

As a TRT, part of my mission is to give people a reason to care- connect visitors intellectually and emotionally to tangible places and things as well as to intangible themes that make the National Park Service, (NPS), purposeful. One of the major ways to accomplish this is through personal services and media services. That’s why I love this blog. I can undertake the personal and media services at the same time. As the saying goes, “we conserve what we love and understand.” Part of my interpretation skills will be to present as many perspectives as I can. Visitors need to feel and see the Park as a valuable resource.

Applying the Interpretive Equation

KR + KA x AT = IO

So, after the cool workshop on Geocaching at the Leopold Conference, I’m excited about seeing how as an LST- Librarian Servicing Teens, I could use the Park, and the popular Hunger Games book series, “districts” of training and skills to engage more students. Tangible and Intangibles. The Cuyahoga River, Crooked River, Place of the Jawbone, Place of the Wing, can surely earn a spot in the plans.

The Sequoia tree and bison represented vegetation and wildlife, the mountains and water represented scenic and recreational values, and the arrowhead represented historical and archeological values.

NPS arrowhead patch

The 3 S's

"Do you know what the three "S's" are?"  Well, I do and this is part of the intro for all of the Junior Ranger Junior programs, (JRJ). For the older Junior Rangers, (JR's) the same ideas are emphasized but not on the elementary level of, "Who can tell me what the three S's are?" They are- Special, Shared, and Safe. These are three words that describe the CVNP and the NPS in general. With 397 sites, the NPS is pretty diverse. Some of the national "parks" are actually monuments or forests or battlefields, or even seashores! And CVNP is especially exceptional because it is the only national park in Ohio and happens to be wedged between two major metropolitan areas- Akron to the south and Cleveland to the North.

I'm proud to put on the "green and grey," when I think about the noble cause behind the national park system mission. Preserving the natural landscape of the nations for future generations and honoring those historic and cultural sites that define this nation and remind of milestones that shape our national heritage. Goosebumps.

The first JR program I was fortunate to observe was Ledges Ramble. Ranger Phil is awesome and he really set the bar. How he spoke to the children and parents, guided us on the hike, making every attempt to make sure the TRT's "got it." To be an established worker-employee- team member who remembers what it was like to be the new kid on the block, - in any field, anywhere and be able to welcome and share with the "newbies" in a respectful and kind way-- is special.

Other programs followed, A Very Busy Forest, Ultimate Junior Ranger Challenge, After the Chores and Meet the Unhuggables. A funny thing happened when I tried to go the extra mile and got the keys to the Octagon maintenance room area. I was attempting to help out by making sure we had water on-site so we could fill up the large water jugs for one of the exploratory stations for A Very Busy Forest. I unlocked the room and spotted the large water basin right away but also heard this, "bup, bup, bup.." in the background. I wondered what it was. I think my exact words were, "What's that noise? Hey, Jack you hear that?" Promptly followed by a glaring alarm sound that was deafening. Turns out that Maintenance didn't expect us to come set-up so early and hadn't got their yet to disable the alarm! In the meantime, TRT Jack had called Ranger Pam for codes to disable the alarm but once we had the codes we couldn't find the alarm panel. It just so happens that it was through the basement door that required a key we did not have. Drama, trauma, embarrassing. I learned some lessons in there somewhere. Hopefully I handled myself gracefully enough because inside I felt raddled. I do know how to check to see if the alarm is "armed" and ready or not...now! 

Helping fellow TRT's with the A Very Busy Forest day camp program.

Anyway, the other TRT's are great though. Each of them had me tag along for at least one of the programs they led while I observed and helped out when I could. I learned so much from them, so might say it was like, the blind leading the blind but I appreciated the modeling that they did and to be able to collaborate and see experienced teachers take a subject that is fairly new to them and be able to "interpret" in such an effective way was inspiring to me.  Each one of them has that special something that makes them shine. My hope is that I will too!

Cruisin'

TRT Shannon and I took a car ride through the CVNP and along the Ohio & Erie Canal. We were out from 9-12:30pm and logged over 60 miles- Oh my!  We took a quick drive up Riverview Rd. and stopped off at Rockside station, got out walked around, checked out the environmentally friendly parking lot. Identified key signs and the bulletin board info. We we were driving in to the secluded-like lot, we saw what appeared to be a family of five starting their bike ride. We overheard the mother say to the two children, in that motherly voice, " Ohh-kay, we're getting ready to go up a hill." Precious.

We even looped around by the Ohio & Erie Canal Reservation area. TRT Shannon pointed out the cool bridgesleading to the next section of the Cleveland Metroparks- the "Emerald Necklace" around Lake Erie. We made our way south, stopping off at the Canal Visitors center that hadn't opened yet but we peeked at the canal spot anyway. And who should we see as we strolled back to the adventuous Jeep... the cute family from the Rockside Rd. station and boy, did it look like the kids were hitting their stride. Adorable.

Station St. Bridge

"Wood" bricks of the Station St. Bridge

We continued down Canal Rd. after getting around detour and jumped out at the Frazee House, which happened to be under construction. We then made our way to the Brecksville Reservation the side with the "green dotted" metropark line and crossed Riverview Rd. to the national park side. We scanned the Brecksville station lot and boarding area, listened to some background information about the area while we "cranked" the voice box, just before we set out to cross the Station Rd. Bridge. I definitely have a thing for bridges- steel, concrete, whatever. I couldn't take my eyes off the wood bricks and the awesome canal view.

Great Blue Heron on watch

Empty eagle's nest

We made our way to the towpath trail in search of the Bald Eagles Nest. There were dozens of walkers, runners, and bikers on the path. We even saw a few people fishing! I recalled some of the background on the dam and the water quality issues they were having there. On our way to the Nest area, we spotted a Great Blue Heron patrolling the path from a tree branch and not long after that we got a glimpse of the eagle's nest but no eagle, an overzealous biker wanted us to know, "THEY'RE NOT THERE, THEY'RE GONE, THEY'RE NOT THERE!!!" Oooo-kkkkay. We still enjoyed seeing the nest and coming up with theories as to when, where, if they would return.

We headed back the way we came and were surprised as a black mink crossed our path and scurred toward the canal via the bushes. Cool. We practically skip back to the Jeep, "we saw a mink, a mink crossed our path."
And as we are driving along the Towpath, we spot none other than the adorable family of five from the Rockside Station and the kids are full steam ahead, leading the way. They were obviously in the grove and did not appear to need a reminder or heads up about any hills that could be coming up! Inspiring.

River view from Station St. Bridge

We dipped in to Brandywine Falls and marvelled from the upper deck and vowed we would be back to see the lower deck view and hike the trail. With lunch on our minds, we decided to make one last stop off at the Boston Mill Visitor Center. We got out looked at some of the exhibits. Checked out the wares and made our way over to the TrailMix store. No way! I had to take a double take of the family enjoying some ice cream treat before turning around to finish their bike ride. I looked around and quickly assessed that they were just a family of three and not the family from Rockside Station. Hilarious.

Ranger Connie

This is so cool! I am a Park Ranger with the Cuyahoga Valley National Park, (CVNP). This will be my second home this summer. I am a TRT, that is, a Teacher-Ranger-Teacher. I applied and was accepted to train and work as a park ranger through the environmental education department and when school resumes in the fall I'll be able to teach and share with my building and community, what I learned and how they too can take advantage of an opportunity to learn and enjoy our national park.

Ranger Connie in her "green & grey."

So, it's been just over a week and getting more comfortable getting around "the Park."
Home base is the Cuyahoga Valley Environmental Educational Center, CVEEC. At the November Lodge is where the library/computer lab is located. Cool bulletin boards are up here. Reduce Run Off, Wetlands, National Parks, and my favorite- The Life of a Water Bottle. Campers and their counselors often use the Lodge through out the summer and do culminating projects that lead to informative and colorful bulletin boards.

Environmental Education Center (EEC),  Admin. Building

One of the cool bulletin boards at November Lodge

Other cool things: The Junior Ranger Handbook designed for those under thirteen, had several activities that could be adapted to fit older kids. I spent some time looking over the activities and brainstorming how I would modify the assignments for high school age campers.

The other TRT's and I, completed an all day welcome/orientation where we meet a number of CVNP staff from a variety of departments. I was also able to complete several online courses to help prepare me for my park ranger position. I'm in the "interpretation" division of the EEC, which is basically a fancy way of saying I "teach" young visitors about the Park.  They come as part of a summer camp or as part of a pre-registered familly group.

Even with all of the background information and the history of the NPS, there are still a lot of little details for the day-to-day activities I'll be responsible for. The radio and etiquette involved in using and speaking on it... well let's just say I'm glad I have In School Suspension experience that required me to use the radio to communicate with administrators, security, law enforcement, and other staff.

Radio charge&pick-up station

We prepare to use the radio to do radio check with dispatch before program outing, any emergency during a program, and a location wrap up/return to base. Sign out the radio. Note the property #, check channels and volume, Identify the number of the person you need to communicate with. Press & hold, say their number pause say mine plus my last name. And such.

Media Center Quest

For my Organization and Administration of Educational Media Programs and Centers university graduate course, I had to go on some media center visitations. I chose three schools based on their proximity and grade levels. High School A (HS-A), the one I work at. High School B (HS-B), the new high school which is just a short drive away, and our high school cluster middle school.  I conducted the middle school visit via distance. The libraries pretty much look the same. They all have books and tables. Ironically they all pretty much operate the same too. (Actual interview questions and notable responses follow the these comments).

Functional Cozy Corner HS-B

Collection Corner HS-A

Topics: Interesting/Helpful Points/ Comments

  1. Collaboration, Teaching- it was interesting to see that the LMS saw teaching citation of sources as a priority because that's also one of the things I've emphasizes with my honors and advanced placement students, especially during their National History Day research time.

LMC Workroom HS-B

However, I was a little shocked that there was collaboration between the school and the public library because I've never witnessed that. I've also visited the nearby branch library just three blocks away and I've never noticed anything with the school connection other than the main phone number to the school posted by the circulation desk. However two of my sources pointed out that they had served on committees with the public librarians.

Something I was disappointed in was the idea that teachers should "come" to the library and "ask" for help. Teachers I can speak for myself, are often very busy, not just with lesson planning, copying, meetings, phone calls/e-mails to parents, but also being their for students- helping them, talking and connecting with them. I don't have a formula that would calculate the time involved but with 170 students, I can verify that there's very little time left to even eat. That's why I can appreciate the term "collaborate." In a leadership role I would actually expect the librarian to initiate the contact by "going" to the teacher and "offering" suggestions, ideas, or help that would open the door to collaboration.

2. Technology- it's interesting to me that none of the librarians mentioned students requesting e-books, play-a-ways or some other kind of audio books. I'm glad I learned this information because now I'm curious to find out whether it's because of lack of interest or lack of knowledge- students and staff may just not be aware of the technology or that it's an option.

LRC Computer Classroom HS-A

Computer Wall HS-B

3. Program Planning- It does make sense that there would need to be an orientation for how to use the new media center at (HS-B), even for upper classmen who used the old LRC. Because the new media center has a different layout and floor plan and new equipment it would be an excellent way for the LMS to get students and staff in the door.

I was disappointed that the LRC at (HS-A), isn’t able to schedule classes into the computer lab because classes have been assigned to that room. Any programming that might require large group interaction and use of the computers would suffer. It also forces any program to be limited to the common study-read area. 

Posted MC Rules HS-B

4. Policies and Procedures- it's good to know that there maybe future changes within the building that may force me as the LMS to re-think policies and procedures for the media center. The new electronic attendance and grade book has created an accountability nightmare for the librarians. How will they know who should and shouldn't be in the LRC?

The student assistant handbook was very helpful. It outlined the duties, qualifications, and opportunities for student assistants-volunteers.

5. Collections- its helpful to know that fiction is the most circulated and reference the least. This is the kind of information that teachers and staff should know about. Kids are reading! but they prefer to read fiction. Some teachers may be able to use this information to choose books and reading more appealing to their students.

6. Time Management and Scheduling- it's interesting that in order to get a quiet moment before the day starts that the LMS needs to come in at 7am! That's good to know because I can prepare myself for the kind of routine I may have to establish. 

I was disappointed to find out that all of the librarians spent considerably more time on clerical tasks when their library technical aide was not scheduled to be in the building. That just means less time the LMS spends helping students find, analyze, and evaluate materials or collaborating with teachers.

Circulation Desk HS-A

Circulation Desk HS-B

7. Facilities- it was interesting to find out that the librarians' budgets had been cut because a new software-server purchase by the district is assumed to replace any need for AV materials. I also don't agree with this. The LMS should still have a line in the budget for AV materials that Safari Montage may not cover.

It was also disappointing to hear about the LRC being viewed as a "dumping" ground for any classes, school personnel, and liaisons that the principal didn't have the space to accommodate. To have an occasional place for this group of additional staff to meet might be understandable, but to take away rooms and pace designed for teacher and student educational and informational gathering and working needs, seems unfair.

Also I disagree with the idea that the facilities are designed in a way that is appealing to the young adults who come in there. The furniture is old and obviously dated. There are no "comfy" spots. There appears to be no teen influence at all. There needs to be a better balance between the academic environment tone trying to be established and the youthful expression that exists because of who the audience is. 

The floor plan for HS-A facilities would be almost perfect if the room areas in the rear were moved to the right side, length-wise and fitted with their own separate entrance. This would cut down on distractions from foot traffic going in and out of those rooms. Also a restroom right off the lobby even if just for faculty would be helpful I'd think.

Appealing Floor Plan HS-A

8. Managing Personnel- I've learned that the two people that the librarian will work with the most are the paid part-time librarian technician and the volunteer student assistant (s). I was pleased to find out that the personnel roles are clearly defined but I know from experience that not everyone will follow every part of their job description. It concerns me that working with another adult that will be my subordinate could be a challenge when I'm new to the position.

9. Budget- as the textbook reading supported, the budgets for all three librarians varied from year to year. No one wanted to be too specific about amounts, but all agreed that there have been some years where they haven't had a budget at all! I was hopeful when LMS from HS-A, shared that the budget actually drastically increased for the LRC this year.

Welcome note- Great marketing tool, HS-A

10. Marketing: Promotion & Events- I think it's good to know that at the middle school level that book talks are still popular. I'm surprised that at the high school level we don't see this as much. As LMS I would like to offer more effective book talks that appeal to older teens.

11. Program Evaluation- It was interesting to find out just as the text reading addressed, that data and reports to the principal can become great resources and ways to evaluate and promote the library program(s). I do think that more feedback should come from the students and faculty. That the staff and student body should have input in the programming that should support their needs. 

It was also helpful to see that as an LMS that I will still have an opportunity to teach and to help and that it won't be all clerical tasks. 

Interview Questions

Collaboration/Teaching-

Has there ever been any collaboration between the school library and the public library?

·        Yes. We are in contact with each other often. Professional courtesy. I have served on committees, also.

Is there one subject area that you collaborate more with?

·       Social Studies and Science is a close second.

Biggest obstacle to collaboration?

·       Having teachers come to the LRC or ask me for assistance.

One thing to teach-what would it be?

·        Choosing a proper web source and proper citations, also.

Technology

What technology do you have?

·       Computers with Internet.

What is most used?

·       InfOhio website, (the students tend to prefer Google and Wikipedia).

What is most asked for but not in the LRC?

·       Very current books and popular movies.

What technology do you think would help most? (don’t have, not asked for a lot)

·       The building is new and the current technology needs are adequate.

Program Planning

What has been most successful programming?

·       Career Passport and work with Special Education students.

What programming is needed in the future?

·       How to get the most use out of the new media center.

Biggest obstacle to program planning?

·       No room when classes are scheduled in the computer lab.

How do you get feedback on programming?

·       Surveys, verbal communication

Policies & Procedures

What policies did you develop and which procedures were already in place before you took over.

·       Overall district policies were already in place. Individual building and day-to-day things are unique to each building.

Are there any changes that need to be made with current policies or procedures?

·       I would prefer students report to LRC directly prior to going to Study Hall. Our new attendance program is fast.

What policies/procedures have changed recently?

·       Attendance. Students report to Study Hall first then straggle into LRC sometimes up to 20 minutes after the first bell.

Any notes on circulation/fines/computer sign-up, labs, other rooms, orientation, etc.

·       See student handbook and other papers.

Collections

What circulates often? Least?

·       First, fiction and least, reference.

What preferred procedure for selecting materials? Equipment?

·       Student suggestions, staff/faculty input, professional reviews. I do not select equipment. That is the Audio-Visual Coordinator’s responsibility.

Of items weeded, reason for most?

·       Gum/food inside pages, torn pages, bindings falling apart, not circulated in 20 years.

Time Managements & Scheduling

Do you get to begin your day with quiet planning?

·       Yes. I come in around 7 am.

How much of time spent on clerical tasks?

·       When my assistant is not scheduled to be in the building I spend one to two periods.

How are tasks prioritized?

·       Teachers’ requests/needs come first, students’ requests next, LRC needs when I Have time.

Facilities

If you could change three things about the LRC facilities here, what would it be?

·       No extra classes assigned here.

·       More extra rooms to house all people sent here by office.

·       Full-time assistant.

Add anything to design? Decoration? In budget?

·       I think I do ok with the design I’ve been given- I do rearrange furniture occasionally. Decorations are out mainly for holidays. I would like to have an audio-visual budget instead of Safari Montage.

Are their designated “zones” i.e. “recreational reading, viewing & listening, quiet stud?

·       There used to be “areas” but all are claimed by others.

Managing Personnel

How do you delegate tasks?

·       Student assistants have assigned duties. LRC technician has specific tasks and things she should not do due to contract language.

Has the job description for as LMC personnel been adequately defined?

·       Yes. See copy I included.

What are most effective aspects when dealing with library aids/ assistants?

·       Having a good understanding of tasks to be performed and capabilities of students.

How are student library helpers chosen?

·       Attendance, grades, capabilities of performing tasks and following directions and have a study hall.

Budget

What is your budget?

·       It varies from year to year.

Does it vary year to year?

·       Yes. Some years I have had nothing.

What does the majority of the budget go toward?

·       Books.

If budget was drastically increased what would you add-materials, equipment, resources?

·       It was drastically increased this year for books.

Drastically decreased- what would be kept or cut?

·       I try to get a set of encyclopedias in print every three years. Though I would update sections (i.e. science, geography) where needed.

Marketing Promotion & Events

What are your most preferred marketing promotion techniques?

·       Displays in and around the LRC. Booktalks.

Contests- free samples, displays?

·       Yes, I have done them all.

How do you decide what to market?

·       Seasonally, holidays, celebrations, new materials.

What audience do you market to most often?

·        Students.

Program Evaluation

How do you measure success of LRC programming?

·       Teacher use, student use, circulation.

Appraise facility?

·       I try to keep it clear and available, it’s not always easy.

Staff or principal appraisals?

·       There are reports that I submit to the principal about attendance to collaboration requests.

Assessing student learning?

·       Help struggling students where I see problems. Work with students on homework, selecting books for reports or leisure reading.