Australian School Library Association > Publications > Commentary Volume 16 Issue 3

Commentary, Volume 16 Issue 3, 2002

Public vs. private?

Marie Green

Head of Library and Information Services, Newman College, Churchlands, WA

(Note: The views expressed in articles are those of the author concerned and do not necessarily represent the views of ASLA.)

Recently I made the move to a large, non-government Catholic senior high school in the Perth metropolitan area; my first such experience after having worked in the government system for 22 years. My standard line this year, when asked how I am going, has been " I have fallen into heaven... a beautiful dream...love it...so very happy...it just keeps getting better and better each day." I did expect some changes and couldn't wait for some; no more arguments about school dress or the payment of school fees. I did not however, expect the many and various, large and small differences systematic in my current school. Other Teacher Librarian colleagues have commented on their own similar experiences and so as a result, I have drawn together a personal commentary on my own perception of generic differences between the two systems of school libraries.

The first thing I need to say is that I have been very happy in every government school I have ever worked in and particularly loved my previous government school where I was employed for the last 12 years. This school is a very large metropolitan, co-educational heterogeneous, middle-class mixed school that is staffed by very experienced teachers and efficient administrators. When asked by friends and relatives, whether they should send their students to this school or not, I would wax lyrical on what an excellent school it was...and mean every word of it. So why make a change?

Many of the reasons can be found in the following observations.

Moving between schools

A common problem experienced by TLs in W.A., is the inability to move easily between schools; to get a change of experience, without risking or losing a permanent government position. Staffs tend to accept their known world, rather than risk a move at any cost, to perhaps a less desirable location, (even if they are desperate for a brief change). In the private school system, staffs have the opportunity to apply for permanent or contract positions - not moving until they have a firm job offer. As Anette Ainsworth has observed " in the government sector, each year it is up to the principal and the staffing formula if you are given a job for the next year.... Merit Selection can be full of problems: different lengths of tenure, people vying for the same few positions and being bitterly disappointed when they didn't gain a position.... In the private sector, after 1 year of performance appraisal... permanency is granted and you have job security and can get on with the job, without always wondering what is going to happen next." (personal communication, 17/6/02). Integral to this situation, is the process for applying for and securing TL positions in schools.

Job application process

My experiences with the job application process in relation to the private and government sectors, couldn't be more different. Anette Ainsworth's further comments, "The application process for jobs in private schools is so much easier." (personal communication, 17/6/02). I have found this comment to be very true in relation to my own recent experience when I applied for 2 near identical positions late last year - both Head of Library positions; one government and one private. The government position involved a very criteria - specific application that took nearly 4 weeks of solid work to put together; this application's criteria were allocated a numerical score by a panel, which was used to compare all applicants and decide upon successful interviewees. The non-government position involved a more general criterion, with the written application taking only a week of work. The latter proved to be much more realistic and practical in its questions and hence, it forced a more honest and realistic set of answers. This difference is sure to have denied many fabulous TLs from applying for government positions, as Cally Black says "I'd get the package for government merit selection jobs and shudder, then not apply." (personal communication, 24/6/02).

In both sectors, the application letter and accompanying CV with specific - criteria had similarities but the interview process was quite different. The interview for the government position, was 45 minutes. It consisted of 3 generic questions, asked by a panel of 3 who then gave me a score, which was then used to rank the applicants. The private school conducted an hour and a half interview with more than a dozen questions plus some informal dialogue that obviously allowed a lot of cross information to happen. It also allowed questions and clarifications about the position in both directions, and thus, I had a lot of information about the actual position well before the end of the interview. This more personable approach resulted in reliable choices being made by both sides.

The appointing principal of my current school, Paul Herrick said:

"A previous employment in a Government School was for me not a significant factor in either the appointment or non-appointment. I was interested in the best candidate for the job. Certainly an understanding of the Catholic system would preferable, however this was not a priority, rather I was interested in someone who had a passion for relating to students and identifying their needs in regard to the use of the Library...also someone who was clearly a team player, able to introduce innovation and have a realistic view of where a school was at and able to implement at an appropriate pace the changes necessary to bring about a new vision."

The support and management of the change process has taken a much more tender, gentle approach in the private sector. The government sector has had to sustain an avalanche of change and systematic process shifts in the last 20 years, which has forced even the most traditional teacher to move along quickly. This has not been as evident in the non-government system obviously.

Role of the Teacher Librarian

In relation to the implementation of the role of the TL, I have found my experiences have been the same as Ainsley Bakitch's, in that

    "The libraries themselves and my duties were not so different. In both types of libraries, there were still reading programs, and the usual push from us about the Information Process and the last minute assignments (accompanied with the usual phrase of 'Here's the assignment that we're doing' ...with the teacher's... whole class in tow)". (A. Bakitch, personal communication, 13/6/02).

Many government TLs who have moved to private schools have expressed their belief that they are now perceived more as a librarian, who has more of a reference-research role, rather than that of a teaching role. Government school TLs have always had the benefit of more centralized cataloguing services and so may have had more time to spend working directly with classes and

students. One TL explained,

    " I feel as though I've been transported back 20 plus years as far as

    libraries are concerned, because there is no co-operative planning or teaching, no information skills program in place (or even one wanted it seems; kids have just had the resources presented to them in the past)... the TL is referred to as a Librarian." (personal communication, 13/6/02) .

I think this may very much be a view related to specific schools and previous staff who held positions, rather than a cultural difference, although it is a very common perception.

In a number of Catholic/Independent schools in the past, the TL position was very much a Librarian; Jo Critch still had to correct the older staff on this one. " I certainly took over from a Librarian who did all original cataloguing." (personal communication, 13/06/02).

Many ex government TLs expressed a lack of personal and professional value placed on them by their previous employers.

Library resources in the school

There is no disagreeing with the fact that general working conditions are very pleasant, as supported by Rochelle Elliott, Teacher Librarian, Methodist Ladies' College,

    I have found both systems of libraries equal in terms of resource quality and quantity, budgets similar and general facilities the same. I find that the library resources in this school are more than adequate and desirable due to a generous budget." (personal communication, 13/6/02).

Though some TLs such as Cally Black have found the physical library facilities much better, most transitional TLs have found a major difference in terms of libraries; in the private system, they generally receive more support, especially where technology is concerned:

    "The types of activities that I create now would never have been possible in the state system simply due to lack of technical support and inadequate staffing levels. I know this is a huge generalisation, as I'm sure there would be many private school libraries that are in the same situation as the government schools." (A. Bakitch, personal communication, 13/6/02).

Jo Critch admits to undergoing a "cultural shock" when first moving into the private system. (personal communication, 21/6/02) and is supported by Gary Green's observation that "The culture in the library is completely different". (personal communication, 25/6/02). I must admit myself, that the sophistication of technology development has been my only "cultural shock" during the last 6 months. My current school's level of technology planning, implementation, management and integrated classroom use, is impressive by any standards and has allowed many and various technology-oriented services to be introduced and sustained easily. The level of technology staff support, budget and tech-enthusiasm was most unexpected and welcome. Overall, there is a much higher level of understanding, technology competence and integration amongst the teaching staff and student population than I have ever experienced in the government system. It is in this area alone, that I have felt a personal, cultural guilt about these facilities and resources that students attending government schools miss out on.

Clientele and facilities

"The clientele are a sheer delight" says Rochelle Elliott, Teacher Librarian, Methodist Ladies' College (personal communication, 13/6/02). This appears to be a common opinion expressed by non-government TLs, and is very true of my own situation. Rochelle also comments "There is no such thing as behavior problems or unruly students. I have not met one student with an attitude problem. The students are all very keen and eager to learn anything that is presented to them."

Class sizes do appear to be generally bigger however, as observed by Cally Black (personal communication, 13 /6/02), and this may be an indirect result of easily managed students or budgetary control. The parent support is understandably wonderful and much more obvious around the school, than in the government system.

In my own school, I was initially surprised to see the large volume of printing and photocopying done by students and teachers. At a recent seminar on copyright, information from the 2001 copyright sampling statistics was provided which indicated that independent secondary schools copied twice as much for their students as government secondary schools (C. Brasnett, C, seminar, 10/6/02 based on A.C. Neilsen figures).

I have found, like Ainsley Bakitch, that the approaches to learning tend to be more traditional in the private system but this might have more to do with the age of the teaching staff, than the system itself." (personal communication, 13/6/02). The teaching staff "is very dedicated, professional and hard working. They are also very keen and willing to collaborate with me to develop information skills for the research assignments." (R. Elliott, personal communication, 13/6/02). Although perhaps more traditional in teaching processes, I and others have been overwhelmed by the very caring and supportive nature that the teaching staff have toward one another". (C. Black, personal communication, 13/6/02).

It took me at least 3 months before I noticed a characteristic of the teaching staff that was unexpected; there were no "duds" on staff! All my previous schools usually have one or two teachers who are so weak in teaching or management ability that they make classroom experiences difficult and unhappy for all, especially department heads or other department staff - not so in my current school. The independence that non-government schools have in managing their staff may result in this difference, or perhaps these weaker teachers cope better in a non-government school where the students are by and large well behaved. Decision-making is much swifter, though apparently less participative, much more reliant of more complex line management and committee processes.

Networks

A huge advantage of the government system is the shear number of schools and TLs whom you are able to network and share with. The great centralized Western Australian Education Department staff and all their great services have been a huge boon to government TLs. This resource is most missed. So often I have gone to pick up the phone to ring Cataloguing or Evaluation staff at CMIS in EDWA and dropped the phone with a large "Darn - can't ring them anymore!" This network capability relies more on professional association groups such as WASLA and AISWA but this "has definitely improved over the years in the Catholic System. Except until this year perhaps, with the demise of the Library Liaison team".(Personal communication, Jo Critch). Government staff found their District Library Support staff "well trained...had time in lieu" and able to draw from a wide range and number of personnel. (C. Black, personal communication, 13/6/02).

Sue-Ellen Le Page, Coordinator Information Services, Mandurah Catholic College undertook particular steps to establish a network "of similar schools in my area...that meet regularly. I used my contacts to find a group of TLs in the Perth area that were in K-12 Catholic Colleges and visited many similar schools in my first year of being at MCC. "(personal communication, 12/6/02). Although smaller in number, I have been personally overwhelmed with the professional and personal closeness of the non-government TL group. Upon my appointment, I was inundated with warm and welcoming emails and phone calls from TLs in the independent system. I have been swamped by offers of support and collegiality that I never felt in the government sector; usually a change of school was announced by the bookseller gossip network, and a flurry of what/why/how questions at the next government network meeting.

Most TLs who have made the move to the non-government sector have shared Anette Ainsworth's comments; "I feel treated as a valuable member of a nurtured community who is able to ask for consideration on issues and authority; can make decisions without being stuck by rules and where there is flexibility and recognition of a job well done. You know, if you `put in the hard yards', it is appreciated". (A. Ainsworth, personal communication, 13/6/02).

Working conditions

And, last, but not least of course, are the fabulous working conditions. My current school colleagues may not think so, but having worked in the government system for over 20 years, I can confidently say, I've never had it so good! As Rochelle Elliott has noticed, "the salary package is much more attractive!!" (personal communication, 13/6/02). The increased money available for Professional Development, is another easily observed perk, available and encouraged to be used by the general teaching staff. Just look around at any interstate conference, to see how few government TLs go. (C. Black, personal communication, 13/6/02). I have observed that standards of dress, language and behaviour are higher; and in particular, the Catholic Education Office does have cultural values embedded in their staffing contracts.

Non-government employers, seem to have higher job expectations and many non-teaching staff probably perform tasks outside the traditional like-minded government and professional association duty statements. Certainly many more Library Technicians are employed in private schools, compared to government schools. Terri Davis states that:

"Library Technicians in non government schools generally love their jobs and the dynamic nature of the position, particularly in relation to technology developments. They want to do a good job, but this keen attitude may in some circumstances be taken advantage of. They are not as industrially aggressive as their government counter-parts. Some LTs are not paid the appropriate remuneration, particularly in light of the recent arbitration decision."

(Personal communication, 26/6/02).

There is a huge range in type and numbers of the various types of library staff in Western Australia. The strict government staffing formulas of ten years ago have had some overhang, where government schools still have fair library staff levels. But there appears to be a huge variance in the non-government sector between the wealthy private schools like Hale and the poorer Catholic counterparts.

Conclusion

When taking into account, the many advantages found, many TLs who have made the move from the government system, have commented in a similar manner to Rochelle Elliott: "Why would I ever want to leave and go back to the Government system? I'd have to be mad if I did!"

(personal communication, 13/6/02). On the other hand, making such a move, particularly for a long-serving government employee, (who may have long service leave and sick leave entitlements at risk) one needs to think carefully about all the ramifications of such a move. The key is in the individual private school involved. In another school, I may have found a totally different situation, so I should warn readers about generalizations that have abounded in this commentary. All I know is, I felt at home in my new school, from the afternoon of my interview. On the first day of school, I felt I was part of a warm, loving and caring school community who valued and welcomed me...and it has just got better and better with every day.

Biography

Marie Green is the Head of Library and Information Services at Newman College, Churchlands, W.A. Marie has been a Teacher Librarian for 22 years and has worked in government district high and senior high schools during that time. For the last 14 years, Marie has also worked as a part-time lecturer at Edith Cowan University, Mt. Lawley in the School of Computing and Information Science and has been a WASLA Committee member for 12 years. She sees professional association membership and support, as the cornerstone of each teacher librarian's own personal and professional development