Developing collaboration in a learning community


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Developing collaboration in a learning community

  1. 1. Developingcollaborationin a learningcommunityLIB 604 Libraries in the School CurriculumSpring 2011
  2. 2. Leonardo da VinciThose who are in love with practicewithoutknowledgeare like the sailorwho gets into a shipwithoutrudder or compassand who never can becertainwhither he is going. Practicemust alwaysbe foundedon soundtheory . . .2
  3. 3. Theorizing for collaboration Patricia Montiel-Overall: Collaboration is a trusting, working relationshipbetween two or more equal participants involvedin shared thinking, shared planning and sharedcreation of integrated instruction. Toward a Theory of Collaboration for Teachers and Librarians3Volume 8 (2005)
  4. 4. Models ofCollaboration:A. Coordinationfrom Montiel-Overall“A TheoreticalUnderstanding”4
  5. 5. Models of Collaboration:B. Cooperationfrom Montiel-Overall, 20055
  6. 6. Models of Collaboration:C. Integrated Instructionfrom Montiel-Overall, 20056
  7. 7. Models of Collaboration:D. Integrated Curriculumfrom Montiel-Overall, 20057
  8. 8. 8A continuum from A through DMontiel-Overall: In Model A, an individual could carry out major coordinatingresponsibilities alone In Model B: Cooperation, teacher and librarian begin to workmore closely Model C: Integrated Instruction reflects a deeper level ofinvolvement Model D: Integrated Curriculum involves TLC across thecurriculum.8
  9. 9. 9“Theory without practice cannot surviveand dies as quickly as it lives.”Leonardoda VinciSee Dr. Hank Stevens’ LabEcologyandEvolutionof DynamicsandBiodiversity9
  10. 10. 10Collaboration in practice Doesn’t work with everyone It has to do with personalities.... I mean, there areso many factors that come into these things. And tobe under the illusion that you are going to workwith everybody. Well, that would take some kindof saint. Someone charismatic and charming. Heathers Virtual Seminar
  11. 11. 11Forging a collaborative culture A Canadian’s success: Collaborations Between Teacher-Librarians and ClassroomTeachers School Libraries in Canada, 2005, Vol. 25 Issue 2, p39-45
  12. 12. 12Appealing to teacher needs Joys and pitfalls: A Teacher-Librarian Finally Understands the Joys and Pitfalls ofCollaboration School Libraries in Canada, 2005, Vol. 25 Issue 2, p18-29
  13. 13. 13Essential Ingredients Time, flexibility, administrative support:1. There must be “real” time for collaborativeplanning2. There must be flexible access to the library andteacher-librarian3. There must be administrative support for acollaborative climate in which all instructionalstaff members are instructional partners TAG Team: Collaborate to Teach, Assess and Grow
  14. 14. 14Doug Johnson on Collaboration Recognize what keeps others awake at night. Recognize your vital areas of expertise. Look for win/win situations. Brush up on your interpersonal skills. Build slowly, but meaningfully. Proactivity and Reflection: Tools to Improve CollaborativeExperiences
  15. 15. 15A recent NCLE report(2013) concludes:
  16. 16. 16An important collaborative form
  17. 17. 17Benefits of coteaching? Judi Moreillon, school library educator: Coteaching among educators offers many benefits forlearners and for educators, too. When implementing newstandards, educators who develop a shared vocabulary,procedures, and processes create greater opportunities forstudent success. Coteaching between a classroom teacher anda school librarian brings together the combined expertise oftwo professionals who bring different skill sets to the table. Coteaching: What Does It Look Like? Posted on March 7, 2013 by JudiMoreillon
  18. 18. 18CoteachingModels
  19. 19. 19Coteachingis a pathway to leadership
  20. 20. 20“Individually, weare one drop.Together we are anocean.”(Ryunosuke Satoro)Quotes