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Classroom Teachers

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Collaboration between teacher and teacher-librarian not only has a positive ... Texas Tech University. Farwell, Sybil M. (1998) ... – PowerPoint PPT presentation

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Title: Classroom Teachers


1
Classroom Teachers Teacher Librarians Work
Together
  • By Sue Kientz, Teacher Librarian Fairfield High
    School
  • and Kristin Steingreaber, Media Specialist, AEA 15

2
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!

3
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.

4
What are the goals?
  • Improved student learning
  • Students produce work that meets standards of
    high quality Quadrant D
  • Support students as a participatory culture

5
Top 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

6
Peter 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

8
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.

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.

13
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.

14
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

15
Coteaching 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.

19
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

20
Participatory Culture!
  • Create, Publish, Invent, Write, Perform
  • Podcasting, Wikis..

21
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

22
Collaborative 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.

24
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?

25
Collaboration
  • Why is it so hard to do?

26
Obstacles??
27
Road Blocks?
28
Brick Walls?
29
Why?
  • Reluctant Teachers
  • Time
  • Lack of technology
  • Mandated programs

30
Reluctant Teachers
  • Fear of being observed
  • Want to prove they dont need anyone to help

31
Reluctant 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

32
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

33
Current Event
  • EbscoHost Newspaper Source
  • Created a web page of links

34
Reluctant Teacher
  • Move from Cooperation to Collaboration

35
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36
Time!!!!
  • Teachers dont have enough to plan with you
  • You dont have enough to meet with them

37
Be Creative
  • Use calendar
  • Coffee Pot
  • Delivery service
  • Lunch

38
Lack of Technology!
  • Evaluate
  • Think outside the box
  • Rearrange the LMC
  • Use Department computer labs when not in use

39
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

40
Opportunity is knocking
41
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
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43
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

44
NCLB
  • Process Based learning raises test scores
  • Higher order thinking skills
  • QAR Author and Me questions to answer

45
Rigor and Relevance
46
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

47
How this effects your work!
  • Schedules - flexible
  • Collaborative planning records
  • Prepared bibliographies
  • Unit plans / lesson plans
  • Curriculum maps

48
Assessments
  • Post-unit reflections
  • Interviews, focus groups, surveys,
  • Assessment - student
  • content knowledge
  • Information skills
  • motivation

49
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

50
Collaboration 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?

52
Gathering Data
53
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 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

54
2. Samples
55
Planning Sheets
Collaboration
Stacy Fisher. and Jane Johns. Milton Middle
School
56
Recent Examples
  • Kansas science/tech

57
Log sheets
Collaboration
Stacy Fisher and Jane Johns. Milton Middle School
58
Collaboration
59
Post-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.
60
Calendars Documenting Collaboration and
Integration
61
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62
  • Take time to look at planning sheets that are in
    the packet!

63
Rubrics
64
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

65
When 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
66
Tracking Collaborative Units
67
Tracking 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
68
Back
69
Research Skills
Back
70
Collaboration Type and Resources
Back
71
Collaboration Evaluation
Back
72
Skills Reporting
Back
73
Collaboration Statistics
Back
74
Collaboration Goals
Back
75
Collaboration Activities
Back
76
Collaboration Coverage
Back
77
Hours and Places
Back
78
Timeline
Back
79
Administrative Support
  • Make sure they know what you are doing
  • IMPACT software
  • Monthly report
  • Standards and Benchmarks tied to lessons

80
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

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

83
Sue 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)
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