During my recent sabbatical, I had the unique opportunity to teach full-day sessions for 14 weeks in two different K-12 settings. Here’s how that happened. I decided to propose this unique sabbatical project because my students regularly asked me about the clinical experience phase of the university’s library science program. The prospect of taking PRAXIS exams (two are required for library science certification) in a testing center and completing background checks and required Pennsylvania Department of Education paperwork were all student stressors. And although those of us teaching in the program can explain and mentor student teaching experiences in a library setting, our students knew very well that most of us had done our student teaching many years prior. Since then, the overall process has evolved to include complications such as required certification tests, background checks, fingerprints, and such. More to the point, I wanted to actually live the experience as a student might.
I didn’t arrive at my faculty position in this department via the more traditional route. I came to university teaching by way of the military, time in corporate America, and teaching at a community college. At this point, I do have a couple of master’s degrees, higher education teaching experience, and am a practicing and certified Pennsylvania Professional Public Librarian, but before my sabbatical I was not K-12 certified. Once my sabbatical project was approved I set out to “walk the walk,” doing the same steps required of our teacher candidates. First, there was some additional course work I needed to fill in certain gaps in my higher education-focused master’s degree in library science. Accordingly, to prepare for the sabbatical, I completed four courses outside the library science domain. Next, I obtained the clearances I did not yet possess or were not current enough to satisfy school district requirements, completed the requisite medical exams, and processed the paperwork at the sponsoring school district in order to be voted in and invited as a “student” teacher by the schoolboard.