Classroom Teachers & Teacher Librarians Work Together

1. Classroom Teachers &Teacher Librarians Work Together Modified from a presentation by Sue Kientz, Teacher Librarian Fairfield High School and Kristin Steingreaber, Media Specialist, AEA 15

2. What is Collaboration? • Teachers and Teacher Librarians plan, teach and jointly assess specific curriculum units • Teachers and Teacher Librarians work together to design experiences that shape student learning. • “Part of my job is to help you do your job better”. From The Information Powered School, Public Education Association and AASL. 2001.

3. What are the goals? • Improved student learning • Students produce work that meets standards of high quality – Quadrant D • Support students as a participatory culture

4. Increases Student Achievement Model Reinforce Role Work in Non-clerical Work with Student Teachers Ethical use of information Practice skills Showcase your skills Make use of online resources Expand your collection Peter Milbury, ALA May/June 2005 http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/v33/335milbury.htm Top 10 Reasons to Collaborate

5. Peter Milbury’s newest list: • Helps assure library program is curriculum related • Fulfills the librarian’s role as teacher • Helps librarians better know the needs of teachers • Helps teachers get to know librarians and their libraries better • Provides better use of student/class time in the library • Assures that materials needed for the assignment are available

6. Co-Planning Checklist • http://nema.k12.ne.us/CheckIt/coplan.html

7. Research Finds: Teacher-librarians recognize the critical importance of their participation in curriculum development; however, their actual involvement in collaboration with classroom teachers does not match the theoretical role and the role they were trained to perform.

8. Collaborativeplanning is impacted by the individuals involved, school climate, time for planning, the organization of the school, the facility and collection, and training; of these, the characteristics and actions of the people involved is most important.

9. Collaboration with colleagues and varied student use (individual, small group) is more evident in schools with flexibly scheduled library resource centers. Regardless of whether the schedule is flexible or fixed, classroom teachers tend to accompany their classes -- the schedule is thus more a reflection of the school's philosophy and goals.

10. While elementary teacher-librarians participate more on school curriculum committees than their secondary school colleagues, secondary teacher-librarians plan library-based units with teachers more often and more formally.

11. Collaboration between teacher and teacher-librarian not only has a positive impact on student achievement but also leads to growth of relationships, growth of the environment, and growth of persons.

12. Sources • Cate, Gwendolyn Landrum. (1998). A teacher's perception's of the library media specialist as instructional consultant. Ed.D. dissertation. Texas Tech University. • Farwell, Sybil M. (1998). Profile of planning: A study of a three year project on the implementation of a collaborative library media programs. Ed.D. dissertation. Florida International University. • Jones, Annease Chaney. (1997). An analysis of the theoretical and actual curriculum development involvement of Georgia school library media specialists. Ph.D. dissertation. Georgia State University. • Wilson, Locordkenic Retroze Douglas. (1997). An investigation of the differences between a flexibly scheduled media center and a traditionally scheduled elementary school media center and the effects on administration, faculty, and students. Ph.D. dissertation. Walden University.

13. To do those things • Teacher- librarians must have a clear understanding of their skills and strategies as well as those we are working with. • Link to Special Education Collaboration

14. One Teaching, One Supporting Station or Center Teaching Parallel Teaching Alternative Teaching Team Teaching Adapted from Friend, Marilyn, and Lynne Cook. 1996. Interactions: Collaboration skills for school professionals, 2d ed. White Plains, NY: Longman. One educator is responsible for teaching the lesson while the other observes the lesson, monitors particular students, and/or provides assistance as needed. After determining curriculum content for multiple learning stations, each educator takes responsibility for facilitating one or more learning centers. In some centers, students may work independently of adult support. After collaborative planning, each educator works with half the class to teach the same or similar content. Groups may switch and/or reconvene as a whole class to share, debrief, and/or reflect. One educator pre-teaches or re-teaches concepts to a small group while the other educator teaches a different lesson to the larger group. (Pre-teaching vocabulary or other lesson components can be especially valuable for English language learners or special needs students.) Educators teach together by assuming different roles during instruction, such as reader or recorder or questioner and responder, modeling partner work, role playing or debating, and more. Coteaching Approaches

15. Please take time to write down some of the skills and strategies that you bring to the collaborative experience.

16. “It’s Not Just Whodunnit, but How: The CSI Effect, Science Learning and the School Library”, Mardis, Marcia. Knowledge Quest, Sept/Oct. 2006, p. 12-17

17. Coach science learners in developing rich questions • Role to play in career counseling • Show teacher connections between classroom curricular and media center • Investigate actual statistics in library reference • Current, quality information from the library – digital resources • Ensure ethical and legal use of media materials • Purchasing materials • School library space! Can explore and host simulations and experiments.

18. You bring this, too! • http://www.eskeletons.org/main.cfm • http://thefunworks.edc.org/index.php • http://www.teachersdomain.org/ • http://www.biosciednet.org/portal/ • http://www.iowaaeaonline.org

19. Participatory Culture! • Create, Publish, Invent, Write, Perform • Podcasting, Wikis…..

20. Standards-Based Education • “By aligning my lesson with content standards, “ says Debra Kay Logan, Mount Gilead, Ohio, “I send a clear message to teachers and administrators as to my instructional role in my school.” Because of my approach to lesson plans, my administrators know that I am a teacher who is teaching to impact student achievement.” LMC April, May 2004

21. Collaborative Planning Requires • A knowledgeable and flexible teacher-librarian • Good interpersonal skills • A commitment to integrated information literacy instruction • Active support of the principal.

22. Each person brings his or her own strengths to the discussion. • Keep in mind that teachers plan differently. • Projects need to be continually evaluated.

23. Starting each semester • Meet to discuss long-range curriculum plans. Defining questions: • What do we want the students to learn? • How will they learn this best? • How will we and the students know if they have really learned this?

24. Collaboration Why is it so hard to do?

25. Obstacles??

26. Road Blocks?

27. Brick Walls?

28. Why? • Reluctant Teachers • Time • Lack of technology • Mandated programs

29. Reluctant Teachers • Fear of being observed • Reluctant to seem as if we need anyone to help us.

30. Reluctant Teacher • Don’t expect results overnight • Need to find time to just talk • What are they teaching • How can you help them • Begin small • Provide resources • Give Booktalks • Grade bibliographies • Web links

31. The Greatest Teacher ever retires!!! • And the new teacher does not want to do the great lesson you have • Government classes • Letter to a government official

32. Current Event • EbscoHost Newspaper Source • Created a web page of links

33. Reluctant Teacher • Move from Cooperation to Collaboration

35. Time!!!! • Teachers don’t have enough to plan with you • You don’t have enough to meet with them

36. Be Creative • Use calendar • Coffee Pot • Delivery service • Lunch

37. Lack of Technology! • Evaluate • Think outside the box • Rearrange the LMC • Use Department computer labs when not in use

38. Collaborations I love • English 9 • Love / Hate relationship • “Miracle Worker” and research about disabilities • Spanish II, III & IV Movies • Power Point for Speech • English 10 and US History • New this year • In trial stages

39. Opportunity is knocking

40. Literacy Strategies • QAR (Question Answer Relationships) • Research questions students develop • One of each type • English 10 & US History • Silent Sustained Reading Time • Spanish III • Advisor/ Advisee Program • Concept Mapping • Inspiration software • Note taking

42. Iowa Teacher Quality Act • Career Development Plan • 2006 9th Health – new class • Reading 4 books a semester on Health related topic • Reading Comprehension Strategies • Vocabulary Strategies • 2007 Work with as many teachers as possible with Literacy strategies • Literature Circles • Book Club

43. NCLB • Process Based learning raises test scores • Higher order thinking skills • QAR – Author and Me questions to answer

44. Rigor and Relevance

45. Reviewing • Collaboration with teachers • Time and frequency of collaboration • Number and range of teachers collaborating • Level of collaborative activity and LMS support • Gather resources for unit • Provide lesson ideas • Integrate info. tech literacy skills in curriculum • Teach information or technology skills

46. How this effects your work! • Schedules - flexible • Collaborative planning records • Prepared bibliographies • Unit plans / lesson plans • Curriculum maps

47. Assessments • Post-unit reflections • Interviews, focus groups, surveys, • Assessment - student • content knowledge • Information skills • motivation

48. Quality of learning experience Types of assignments - Higher level thinking Teachers use information problem solving model Impact on content learning and information skills Integration of info and tech literacy skills Greater use of resources Level of student engagement Collaboration Opportunities

49. Range, appropriateness, level, and amount of resources for curricular needs and student interests Organization, accessibility and use of resources, space, and technology by staff and students In LMC, classroom, over network, from home During and outside school hours Circulation of resources Use of online resources Staff expertise and availability Collection mapping tied to curriculum Post-unit assessment of resources Post-unit student assessment Library and lab sign-ups Circulation statistics Logs of online resource use Interviews or focus groups Satisfaction surveys Collaboration Allows you to Evaluate the Collection

50. Please take time to consider – how does this look in your school?