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
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.
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
One Teaching, One Supporting
Station or Center 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 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
School library space! Can explore and host simulations and experiments.
You bring this, too!
Create, Publish, Invent, Write, Perform
“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.
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?
Lack of technology
Fear of being observed
Want to prove they don’t need anyone to help
Don’t expect results overnight
Need to find time to just talk
What are they teaching
How can you help them
The Greatest Teacher ever retires!!!
And the new teacher does not want to do the great lesson you have
Letter to a government official
EbscoHost Newspaper Source
Created a web page of links
Move from Cooperation to Collaboration
Teachers don’t have enough to plan with you
You don’t have enough to meet with them
Lack of Technology!
Think outside the box
Rearrange the LMC
Use Department computer labs when not in use
Collaborations I love
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
Opportunity is knocking
QAR (Question Answer Relationships)
Research questions students develop
One of each type
English 10 & US History
Silent Sustained Reading Time
Advisor/ Advisee Program
Iowa Teacher Quality Act
Career Development Plan
2006 9 th Health – new class
Reading 4 books a semester on Health related topic
Reading Comprehension Strategies
2007 Work with as many teachers as possible with Literacy strategies
Process Based learning raises test scores
Higher order thinking skills
QAR – Author and Me questions to answer
Rigor and Relevance
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
Unit plans / lesson plans
Interviews, focus groups, surveys,
Assessment - student
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 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
Logs of online resource use
Interviews or focus groups
Please take time to consider – how does this look in your school?
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
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
Planning Sheets Stacy Fisher. and Jane Johns. Milton Middle School Collaboration
Kansas – science/tech
Log sheets Stacy Fisher and Jane Johns. Milton Middle School Collaboration
Post-Unit Review 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 LMS’s and the teacher’s 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: (5=excellent, 4=above average, 3=average, 2=below average, 1=poor ) 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 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!
Audience, Audience, Audience!
Parents / community
Frequency of presentation
Special events (elevator interactions, faculty meetings)
Format of presentation
Oral presentation (with or without media)
Mass media (letter to the editor, mailing, webpage)
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
Tracking Collaborative Units
Tracking Collaborative Units
Difficulty level of units
Content area profile
Research skills profile (3-9 skills)
Collaboration Input form 1 Input form 2 Input form 3 Input form 4 Skills Report Collaboration Stats Collaboration Goals Activities Coverage Hours and Places Timeline
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
Make sure they know what you are doing
Standards and Benchmarks tied to lessons
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, 2 nd 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 School [email_address] http://fhslibrary.fairfieldsfuture.org/ Kristin Steingreaber – Southern Prairie AEA 15 [email_address] www.aea15.k12.ia.us/media/edcenter.php www.iasl-ia.org (resources) Thank You. Questions?