Title: Classroom Teachers
1Classroom Teachers Teacher Librarians Work
Together
- By Sue Kientz, Teacher Librarian Fairfield High
School - and Kristin Steingreaber, Media Specialist, AEA 15
2Video 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!
3What 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.
4What are the goals?
- Improved student learning
- Students produce work that meets standards of
high quality Quadrant D - Support students as a participatory culture
5Top 10 Reasons to Collaborate
- 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/kq
web/kqarchives/v33/335milbury.htm
6Peter Milburys newest list
- Helps assure library program is curriculum
related - Fulfills our role as teacher
- Helps us better know the needs of teachers
- Helps our teachers get to know us and their
library better - Provides for better use of student/class time in
the library - Assures that materials needed for the assignment
are available
7- http//nema.k12.ne.us/CheckIt/coplan.html
8Research 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.
9- 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.
10- 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.
11- 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.
12- 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.
13Sources
- 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.
14To 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
15Coteaching Approaches
- 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.
- 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.
16- Please take time to write down some of the skills
and strategies that you bring to the
collaborative experience. -
17- Its Not Just Whodunnit, but How The CSI
Effect, Science Learning and the School Library,
Mardis, Marcia. Knowledge Quest, Sept/Oct. 2006,
p. 12-17
18- 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 - Insure ethical and legal use of media materials
- Purchasing materials
- School library space! Can explore and host
simulations and experiments.
19You 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
20Participatory Culture!
- Create, Publish, Invent, Write, Perform
- Podcasting, Wikis..
21Standards-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
22Collaborative Planning Requires
- A knowledgeable and flexible teacher-librarian
- Good interpersonal skills
- A commitment to integrated information literacy
instruction - Active support of the principal.
23- Each person brings his or her own strengths to
the discussion. - Keep in mind that teachers plan differently.
- Projects need to be continually evaluated.
24Starting 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?
25Collaboration
26Obstacles??
27Road Blocks?
28Brick Walls?
29Why?
- Reluctant Teachers
- Time
- Lack of technology
- Mandated programs
30Reluctant Teachers
- Fear of being observed
- Want to prove they dont need anyone to help
31Reluctant Teacher
- Dont 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
32The 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
33Current Event
- EbscoHost Newspaper Source
- Created a web page of links
34Reluctant Teacher
- Move from Cooperation to Collaboration
35(No Transcript)
36Time!!!!
- Teachers dont have enough to plan with you
- You dont have enough to meet with them
37Be Creative
- Use calendar
- Coffee Pot
- Delivery service
- Lunch
38Lack of Technology!
- Evaluate
- Think outside the box
- Rearrange the LMC
- Use Department computer labs when not in use
39Collaborations 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
40Opportunity is knocking
41Literacy 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(No Transcript)
43Iowa 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
44NCLB
- Process Based learning raises test scores
- Higher order thinking skills
- QAR Author and Me questions to answer
45Rigor and Relevance
46Reviewing
- 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
47How this effects your work!
- Schedules - flexible
- Collaborative planning records
- Prepared bibliographies
- Unit plans / lesson plans
- Curriculum maps
48Assessments
- Post-unit reflections
- Interviews, focus groups, surveys,
- Assessment - student
- content knowledge
- Information skills
- motivation
49Collaboration 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
50Collaboration Allows you to Evaluate the
Collection
- 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
51- Please take time to consider how does this look
in your school?
52Gathering Data
531. 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 systematic
- Use different types of evidence
- Use both objective and subjective data
- Consider samples of data
- Collect data at opportune events
- Plan for analysis right from the start
542. Samples
55Planning Sheets
Collaboration
Stacy Fisher. and Jane Johns. Milton Middle
School
56Recent Examples
57Log sheets
Collaboration
Stacy Fisher and Jane Johns. Milton Middle School
58Collaboration
59Post-Unit Review
Collaboration
Unit 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 LMSs and the
teachers point of view was the unit enhanced by
collaboration? Yes No Why? Was the unit
successful enough to warrant doing it
again? Yes No Why? How well was the
unit supported by
(5excellent, 4above average,
3average, 2below average, 1poor) The
collection The web resources Diversity 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 R
eading 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.
60Calendars Documenting Collaboration and
Integration
61(No Transcript)
62- Take time to look at planning sheets that are in
the packet!
63Rubrics
64Presenting 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
65When presenting, check
- Highlights factors important to the audience?
- Well organized, written and illustrated
- Language 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
66Tracking Collaborative Units
67Tracking Collaborative Units
Collaboration
Input form 1
Skills Report
- 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
Input form 2
Collaboration Stats
Input form 3
Collaboration Goals
Input form 4
Activities
Coverage
Hours and Places
Timeline
68Back
69Research Skills
Back
70Collaboration Type and Resources
Back
71Collaboration Evaluation
Back
72Skills Reporting
Back
73Collaboration Statistics
Back
74Collaboration Goals
Back
75Collaboration Activities
Back
76Collaboration Coverage
Back
77Hours and Places
Back
78Timeline
Back
79Administrative Support
- Make sure they know what you are doing
- IMPACT software
- Monthly report
- Standards and Benchmarks tied to lessons
80Resources
- 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
81- 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
82- 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
83Sue Kientz Fairfield High Schoolsusan.kientz_at_
fairfieldsfuture.orghttp//fhslibrary.fairfieldsf
uture.org/Kristin Steingreaber Southern
Prairie AEA 15steingreaberk_at_aea15.k12.ia.uswww.a
ea15.k12.ia.us/media/edcenter.phpwww.iasl-ia.org
(resources)
Thank You. Questions?