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Classroom Teachers &Teacher Librarians Work Together
By Sue Kientz, Teacher Librarian Fairfield High School
and Kristin Steingreaber, Media Specialist, AEA 15
Video Conferencing - Polycom
ICN
Aging
Cost (55 – 7.50)
Tradition – teacher up front lecturing
Polycom
With broadband – access over IP – Directory (IPTV ICN)
Under 100 for eyeball camera to several thousand for equipment
Communication and Just in Time!
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.
What are the goals?
Improved student learning
Students produce work that meets standards of high quality – Quadrant D
Support students as a participatory culture
Top 10 Reasons to Collaborate
Increases Student AchievementModelReinforce RoleWork in Non-clericalWork with Student Teachers
Ethical use of informationPractice skillsShowcase your skillsMake use of online resourcesExpand your collection
Peter Milbury, ALA May/June 2005
http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/v33/335milbury.htm
Peter Milbury’s newest list:
Helps assure library program is curriculum relatedFulfills our role as teacherHelps us better know the needs of teachersHelps our teachers get to know us and their library betterProvides for better use of student/class time in the libraryAssures that materials needed for the assignment are available
http://nema.k12.ne.us/CheckIt/coplan.html
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.
Collaborative planning 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.
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.
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.
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.
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.
To do those things
We have to have a clear understanding of our skills and strategies as well as those we are working with
Link to Special Education Collaboration
Coteaching Approaches
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.
Please take time to write down some of the skills and strategies that you bring to the collaborative experience.
“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
Coach science learners in developing rich questionsRole to play in career counselingShow teacher connections between classroom curricular and media centerInvestigate actual statistics in library referenceCurrent, quality information from the library – digital resourcesInsure ethical and legal use of media materials Purchasing materialsSchool library space! Can explore and host simulations and experiments.
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
Participatory Culture!
Create, Publish, Invent, Write, Perform
Podcasting, Wikis…..
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
Collaborative Planning Requires
A knowledgeable and flexible teacher-librarian
Good interpersonal skills
A commitment to integrated information literacy instruction
Active support of the principal.
Each person brings his or her own strengths to the discussion.
Keep in mind that teachers plan differently.
Projects need to be continually evaluated.
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?
Collaboration
Why is it so hard to do?
Obstacles??
Road Blocks?
Brick Walls?
Why?
Reluctant Teachers
Time
Lack of technology
Mandated programs
Reluctant Teachers
Fear of being observed
Want to prove they don’t need anyone to help
Reluctant Teacher
Don’t expect results overnightNeed 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
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
Current Event
EbscoHost Newspaper Source
Created a web page of links
Reluctant Teacher
Move from Cooperation to Collaboration
Time!!!!
Teachers don’t have enough to plan with you
You don’t have enough to meet with them
Be Creative
Use calendar
Coffee Pot
Delivery service
Lunch
Lack of Technology!
Evaluate
Think outside the box– Rearrange the LMC– Use Department
computer labs when not in use
Collaborations I love
English 9– Love / Hate relationship – “Miracle Worker” and research about
disabilities
Spanish II, III & IV MoviesPower Point for SpeechEnglish 10 and US History– New this year– In trial stages
Opportunity is knocking
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
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
NCLB
Process Based learning raises test scores
Higher order thinking skills– QAR – Author and Me questions to answer
Rigor and Relevance
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
How this effects your work!
Schedules - flexible
Collaborative planning records
Prepared bibliographies
Unit plans / lesson plans
Curriculum maps
Assessments
Post-unit reflections
Interviews, focus groups, surveys,
Assessment - student– content knowledge– Information skills– motivation
Collaboration Opportunities
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 Allows you to Evaluate the Collection
Range, appropriateness, level, and amount of resources for curricular needs and student interestsOrganization, 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
Please take time to consider – how does this look in your school?
Gathering Data
1. Tips for Gathering Data
Keep it SIMPLE– Minimum amount of information to show impact– Merge in daily routines– Identify where to best spend time to be effective
Be systematicUse different types of evidenceUse both objective and subjective dataConsider samples of data Collect data at opportune eventsPlan for analysis right from the start
2. Samples
Planning Sheets
Collaborative Lesson/Unit Planning Guide Milton Middle School LMC
Teacher ________________________ Subject _______________________ Grade ________ Unit ____________________________________________ TodayÕs Date ________________ Beginning Date __________________________________ Due Date ____________________ Student Assignment: (briefly summarize) Classroom TeacherÕs Role: Library Media SpecialistÕs Role: (check all that apply)
Resource Introduce Review Guides Online Catalog Reference Books Nonfiction Books Fiction Books Internet Explorer Purchased Sites HyperStudio Inspiration Microsoft Access Microsoft Word PowerPoint Student Writing Center CD-ROMs Other Print Resources Other Electronic Resources
Other:
Stacy Fisher. and Jane Johns. Milton Middle School
Assessment Tools: (circle all that apply) Checklists Rubrics Conferencing Journals Portfolio Evaluation: What changes need to be made? (complete after teaching the unit) Information & Technology Literacy Standards addressed: Media and Technology A.1 A.2 A.3 A.4 A.5 A.6
Information and Inquiry B.1 B.2 B.3 B.4 B.5 B.6 B.7 B.8
Independent Learning C.1 C.2 C.3 C.4
Learning Community D.1 D.2 D.3 D.4
Resources Used:
Equipment ______________________________ ______________________________________ Web Sites ______________________________ ______________________________________ Handouts _______________________________ ______________________________________
Collaboration
Recent Examples
Kansas – science/tech
Log sheetsCurriculum Support Diary
Milton Middle School LMC Month Year
This report summarizes support to teachers in the areas of Information and Technology Literacy. It includes computer applications that may be integrated into the curriculum with or without the collaboration of the Library Media Specialist. Key levels of instructional support: 0 Š Teacher instructing without support 1 Š Gathering materials in response to teacher requests 2 Š Working with students on a small group or individual basis during teacher-planned activity 3 Š Teaching classes in support of a teacher-planned activity 4 Š Sharing equal responsibility with the teacher for planning and delivering instruction 5 Š Teacher and library media specialist collaborating on step 4
Date Teacher Subject Grade Periods Level Unit Computer Applications
Stacy Fisher and Jane Johns. Milton Middle School
Collaboration
Collaboration
Post-Unit ReviewUnit title: Timeframe for unit:
Teacher: # of students
What worked well?
Suggestions for improvement:
Time spent on teaching information literacy / technology
Information & technology skills / standards learned:
From both the LMS’s and the teacher’s point of view was the unit enhanced by collaboration? YesNo
Why?
Was the unit successful enough to warrant doing it again? Yes No
Why?
How well was the unit supported by: (5=excellent, 4=above average, 3=average, 2=below average, 1=poor)
The collection The web resourcesDiversity of formats 5 4 3 2 1 5 4 3 2 1
Recency 5 4 3 2 1 5 4 3 2 1
Number of items 5 4 3 2 1 5 4 3 2 1
Reading level 5 4 3 2 1 5 4 3 2 1
Technology 5 4 3 2 1 5 4 3 2 1
What materials / technology will we need if we are planning the unit again?
Attach a list of resources used and/or found useful.Adapted from Loertscher and Achterman (2003). Increasing Academic Achievement through the Library Media Center, p. 17.
Collaboration
Calendars: Documenting Collaboration and Integration
Take time to look at planning sheets that are in the packet!
Rubrics
Presenting Results
Audience, Audience, Audience!– Principal– District administration– Board– Parents / community
Frequency of presentation– Annual report – Quarterly report– Special events (elevator interactions, faculty meetings)
Format of presentation– Oral presentation (with or without media) – Formal report– Brochure– Mass media (letter to the editor, mailing, webpage)– Memo
When presenting, check…
Highlights factors important to the audience?Well organized, written and illustratedLanguage appropriate to audience and avoids jargon?Ties clearly to mission and goals of school and library program?Emphasizes outputs, especially student learning? Graphic depictions show relationships?Plans for future and builds on previous years’ reports and activities?Executive summary is clear, covers key points
Fitzpatrick (1998). Program Evaluation: Library Media Services
Tracking Collaborative Units
Tracking Collaborative Units
Impact!– Collaboration profile
• Activities• Hours spent• Learning venues• Difficulty level of units
– Content area profile– Resource profile– Research skills profile (3-9 skills)– Collaboration timeline
Collaboration
Input form 1Input form 1
Input form 2Input form 2
Input form 3Input form 3
Input form 4Input form 4
Skills ReportSkills Report
Collaboration StatsCollaboration Stats
Collaboration GoalsCollaboration Goals
ActivitiesActivities
CoverageCoverage
Hours and PlacesHours and Places
TimelineTimeline
Back
Research Skills
Back
Collaboration Type and Resources
Back
Collaboration Evaluation
Back
Skills Reporting
Back
Collaboration Statistics
Back
Collaboration Goals
Back
Collaboration Activities
Back
Collaboration Coverage
Back
Hours and Places
Back
Timeline
Back
Administrative Support
Make sure they know what you are doing– IMPACT software– Monthly report– Standards and Benchmarks tied to lessons
Resources
http://www.ala.org – Collaboration, Blueprint for Collaboration between AASL and ACRL, “From Cooperation to Collaboration”, “Top Ten Reasons to Take It Seriously”.
Bush, Gail. The School Buddy System: The Practice of Collaboration. Chicago: American Library Association, 2002. ISBN 0-8389-0839-X
Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships K-6 (7-12). Linworth, 2002. ISBN: 1-586830236 and 1-586830236
Buzzeo, Toni and Jane Kurth. 35 Best Books for Teaching U.S. Regions. Scholastic, 2002. ISBN: 0-439207630
Donham, Jean. Enhancing Teaching and Learning, 2nd edition. New York: Neal Schuman, 2005. ISBN 1-55570-516-2
Weisman, Shirley. Windows into Instructional Collaboration. San Jose, CA: Hi Willow, 2002. ISBN 0-931510-82-1
Sue Kientz – Fairfield High [email protected]
http://fhslibrary.fairfieldsfuture.org/
Kristin Steingreaber – Southern Prairie AEA [email protected]
www.aea15.k12.ia.us/media/edcenter.phpwww.iasl-ia.org (resources)
Thank You. Questions?