Evidence-based Practice: Making the Case for Coteaching For LS5443: Librarians as Instructional...
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Transcript of Evidence-based Practice: Making the Case for Coteaching For LS5443: Librarians as Instructional...
Evidence-based Practice:Making the Case for Coteaching
For LS5443: Librarians as Instructional PartnersDepartment of Library and Information Studies
Texas Woman’s University
Judi Moreillon, M.L.S., Ph.D.
Core Concept
Leadershipinvolves
developing expertise in literacyapplying evidence-based practice
taking a global viewmaking connections
between and among classroom teachers and specialists
and across disciplines and curricula.
“Adolescents entering the adult world in the 21st century will read and write more than any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives.”
Richard Vacca
Schmoker, M. (2006). Results Now: How We can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD, p. 51.
CoteachingStrategies
Reading Comprehension(Info Literacy)Strategies
Research-basedInstructional
Strategies
Evidence-based Practice
Objectives:At the end of this presentation, you will be able to:
Synthesize the research related to classroom-library collaboration, teaching and coteaching reading comprehension strategies, and effective instructional practices.
Develop strategies for incorporating evidence-based practice into coteaching with each other and with classroom teacher colleagues.
The Case for CoteachingReading Comprehension Strategies…
Throughout this presentation, we will refer to Collaborative Strategies for Coteaching Reading Comprehension Strategies: Maximizing You Impact. Please have it handy for reference.
What isEvidence-based Practice?
Conscientious, explicit, and judicious use of current research to inform instructional practices (Todd, SLJ Summit, Phoenix, 2007)
Evidence FOR practice – synthesize research, the information base for our profession
Evidence IN practice – locally-produced data-generated practice – formative assessments
Evidence OF practice – outcomes, subsequent instructional decisions
Evidence FOR Practice
Where do we find evidence?
What evidence matters to us? To our administrators and colleagues?
Evidence FOR Practice Well-funded, professionally-staffed school library
programs based on classroom-library collaboration correlate with student achievement, particularly in reading
Impact Studies – http://www.lrs.org/school/
20 states and one province; Texas Study (2001)
Summary related to reading scores: CS4TRC, p. 3
Evidence FOR Practice
Coplanning, coteaching, teaching ICTs, and providing inservice workshops
Achterman Dissertation: Haves, halves, and have-nots: School libraries and student achievement in California. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/m1/
Evidence FOR Practice
Planning with teachers, coteaching, teaching ICT (information and communication technologies), and providing in-services to teachers are among the library predictors of students’ academic achievement on standardized tests, particularly in reading and language arts (Achterman 2008, 62-65).
Evidence FOR Practice
Administrators correlate a successful educational program with an active, collaborative, and resourceful library program (Lance et al. 2010, 15-16). Principals who support collaborative efforts amongst the teacher and teacher-librarian acknowledge the results of the efforts to be demonstrated in academic achievement and standardized tests (16).
Lance, Rodney, and Schwarz – on next slide
Evidence FOR Practice
Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. 2010. The impact of school libraries on academic achievement: A research study based on responses from administrators in Idaho. School Library Monthly 26 (9): 14-17.
Evidence FOR Practice
Job-embedded Professional Development Professional Learning Communities
“The single most effective way in which principals can function as staff development leaders is providing a school context that fosters job-embedded professional development” (DuFour 2001, 14–15).
DuFour, Rick. 2001. In the right context: The effective leader concentrates on a foundation of programs, procedures, beliefs, expectations, and habits. Journal of Staff Development 22 (1): 14-17.
Evidence FOR Practice
Reading Comprehension Strategy Instruction Multiple Researchers, including:
Biancarosa, Gina, and Catherine E. Snow.Blachowicz, Camille, and Donna Ogle.Fisher, Douglas, and Nancy FreyPressley, MichaelRAND Reading Study GroupSweet, Anne
Research indicates that reading comprehension strategies should be explicitly taught and modeled at all grade levels (Biancarosa & Snow, 2006; Blachowicz & Ogle, 2008; Pressley, 2006; RAND, 2002; Sweet & Snow, 2003).
These strategies can be effectively taught through modeling in which adults and more proficient peers share the metacognitive processes involved in comprehending text.
Specific strategies can be taught one at a time, over time, so that readers can begin to self-regulate their use and apply these strategies in their independent reading (Biancarosa & Snow, 2006; Blachowicz & Ogle, 2008; Pressley, 2006; RAND, 2002; Sweet & Snow, 2003).
However, there is little evidence that this type of direct instruction is actually occurring in classrooms (Pressley, 2006).
Summative Assessments “State reading assessments are increasingly
dominated by skills such as the ability to infer; to identify an author’s bias or persuasive techniques; to support interpretations or main ideas with evidence from the text; and to summarize, synthesize, analyze, and evaluate.”
Schmoker, M. (2006). Results Now: How We can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD, p. 40.
These skills align with indicators from AASL’s Standards for the 21st-Century Learner : http://storytrail.com/Impact/matrix.htm
Research-basedInstructional
Strategies
Three Areas of Expertise for Specialistsfrom Collaborative Strategies for Teaching Reading Comprehension
Evidence FOR Practice
Research-based Instructional Strategies Marzano, Pickering, and Pollock (2001) Summary in CS4TRC, page 13.
Identifying Similarities and Differences (45)Summarizing and Note Taking (34)Non-linguistic representations (27)Cooperative learning (27)Setting objectives and providing feedback (23)Questions, cues, and advance organizers (22)
Evidence IN Practice
How do we gain access to students’ prior understandings? Test scores?
How do we generate locally-produced data?
Why it is important for librarians to engage in this level of instruction?
Evidence IN Practice
Through collaborative planning, classroom teachers and librarians share students’ background or prior knowledge and applicable summative assessment data.
By administering pre-and post-tests or formative assessments and by collecting artifacts, coteachers document evidence of student learning.
Evidence IN PracticeFormative Assessment Tools:
Rubrics;Checklists;Learning artifacts;Reflections;Educator observation;Self-reports and self-assessments.
Formative assessments are used by educators to guide, monitor, and modify instruction.
Evidence IN Practice
School librarians’ effectiveness as educators may hinge on being considered a peer by classroom teacher colleagues and equals with classroom teachers by administrators. As Zmuda and Harada attest, “Effective partnerships help teachers to meet their existing priorities, which include the implementation of a standards-based curriculum” (2008, 38). In the age of accountability, school librarians must meet the imperative to impact student achievement through effective instruction. “Until school librarians serve as full members of instructional teams, their true value as educators cannot be measured” (Moreillon, 2006, p. 9).
Evidence OF Practice
To whom does this data matter?
How should we share this data?
How does this evidence address professionalism in the education profession?
Evidence OF Practice With whom?
Site and district administrators, Parents, ColleaguesDecision-makers at all levels
How and when?As it becomes availablePresentationsGrant applicationsAnnual reportsPublishing in the field
CoteachingStrategies
Three Areas of Expertise for School Librariansfrom Collaborative Strategies for Teaching Reading Comprehension
Reading Comprehension(Info Literacy)Strategies
Research-basedInstructional
Strategies
What is leadership?
Leaders are willing to be lead as well as willing to lead.
Dr. Ross Todd, SLJ Summit, Phoenix, Arizona
2007
Leadership in Literacy: Skills
Current knowledge of best practices in reading and information literacy instruction
Current knowledge of literature and electronic resources (including Web 2.0 tools)
Integration of literature, resources, and ICT into classroom curriculum
Leadership in Literacy: Skills
Alignment of classroom standards (reading across the curriculum)/AASL standards/Partnership for 21st Century Skills/ISTE NETS for Students...
Application of instructional design
Application of assessment design
Alignment of modeling, learning tasks, and assessment
Leadership in Literacy: Dispositions in Action
Interpersonal skills Collaborator
Keywords in student standards!
Initiative Confidence Creativity
Risk taker Practices follow through
Adaptability Resilience Persistence Critical stance
Two Heads Are Better than One
I am a teacher.I am a teacher, too.
I teach in the classroom.
I teach in the library.
And we teach even betterside by sidewe two.
Sometimes I approach youwith a new resource or tool.Sometimes I approach
youwith a learning problemto solve. We take turns leading
and following
and always workingtogetheras equal partners.
We plan for instruction
with student outcomesin mind.
We brainstorm.
We negotiate.
We bounce ideas off each other.
I bring my knowledge ofindividual students.
I bring my knowledge of resources.
And we both bring our knowledge
of curriculum standards
and instructional strategies
and our love of learning!
We determine the essential questions.
We select the best resources.
We build scaffoldsand bridgesto help learners succeed.
We model the tasks.
We model the process.
We assess our examples
with checklists and rubrics
that we designed together.
Then we turn the students loose…
to develop questions,
to make choices,
to locate, analyze, andevaluate informationand ideas,
to develop strategies,
to organize their thinking,
to create new understandings.
With the guidance of two educators,
with four helpful hands,
we monitor,
we adjust.
We give twice the feedback.
We are a team.
Two reflective practitioners,two avid learners,
two joyful explorers
who know…
that two heads,
yes, two heads,
are better than one!
A ripple? Or a wave? It’s up to you!