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Possible content:
1. introduction to collaborative planning and lesson implementation
At Theon Elementary Library, we believe when librarians and teachers come together to collaborate on lesson plans and lesson implementation that the entire educationl community benefits, but most importantly, the teachers and students benefit. Please view our video on why collaboration is truly the key to great education!
Here is the final video revision. I added a logo/slogan slide at the end of the video:
Here is the fourth video revision. I took out "more importantly" from the librarian slide:
Here is the third video revision. I slowed down the slides based on your feedback Aida.
Here is the second revised video:
Here is the first version of the video:
2. links to collaborative lesson plans
1st Grade Collaborative Lesson Plan Purpose The purpose of this lesson is to locate information (main idea: life cycles) and read for a specific purpose (learn about the life cycle of an animal). The learners will then take this specific information, and organize it to create a flow-chart with technology.
3rd Grade Collaborative Lesson Plan Purpose
The purpose of this lesson is for students to work collaboratively in pairs to study and read biographies of famous/significant figures in American history. Together, using their background knowledge of their school's Six Pillar character traits, students will choose one or two pillar traits that they believe their famous/historical figure exemplifies and then support their main idea with evidence they gather from their books. They will also learn how to record and organize their answers using Cacoo, a pre-writing Web 2.0 tool. (This assignment is the third lesson in a larger unit, and they wil use their pre-writing to help complete the unit's summative assignment in Lesson 4.)
URL to the collaborative lesson: http://alibrarylink.wikispaces.com/Lesson+Plan+Template+Page 4th Grade Collaborative Lesson Plan Purpose The purpose of this lesson is to learn how to determine main idea in a narrative text, to make notes supporting the main idea and to summarize the text. The students will engage with the book to form an opinion about the story and will express their opinion in writing as well as through a web 2.0 tool. http://genietmyer.wikispaces.com/Lesson+Plan
3. statement or table about the benefits of coteaching to specific audiences
Benefits of Coteaching
There is a great chart on page 8 of Dr. M.'s book
To Classroom Teachers More planning ideas(Kindergarten Teacher: Peg) "Helped me to more fully integrate the research and the writing process into my course." (High School Art Teacher: Diane) "Assists classroom teachers in developing inquiry-driven curricular units that effectively teach content and research skills to students of all learning styles" (20).(American Association of School Librarians 2009) "Helps teachers with their curriculum in the classroom" (Principal: Paula Godfrey) helps me to take a shallowly presented curriculum to a "deeper level" in my classroom (3rd-Grade Teacher: Judy P.) By collaborating with librarians, the teachers are demonstrating the way that they want their students to work, so they are leading by example (Schultz-Jones 22-23). "The overall project was much more successful with her help. I gave her the main idea of the unit and she provided some other ideas on how to make it even better." "We worked together on developing the guidelines for the projects, for creating rubrics." "She helped grade the citations...I graded the content." (High School Student Teacher: Kelly) "Educators can strengthen their academic program" (Moreillon, ix). ~offered ideas for unit ~created a rubric ~"we worked together during the whole process." ~"She helped grade the citations and other requirements that she was more connected on" ~"The overall project was much more successful with her help and working together." (High School Student Teacher: Kelly) Helps integrate technology into lessons Developing rubrics for both educators and students (self-assessment) Helps with "...planning, implementation and assessment stages of teaching" (Moreillon, 4). "Fewer classroom management issues" (Moreillon, 8).
"Improved facilitation of differentiated instruction" (Moreillon, 8).
To Students: School librarians help "students to effective evaluate sites when doing research instead of just copying all the information as elementary-aged children so often do" (Principal: Paula Godfrey) ~"Together with the classroom teacher, the school librarian empowers students to take an active role in shaping their learning." (20) (American Association of School Librarians 2009) Small group work - more individualized attention (3rd-Grade Teacher: Judy P) "Collaboration results in really great projects for the kids." (High School English Teacher: Sherri) Creates an environment of "authentic learning"; helps children to learn how to "find answers to their questions on their own," which is important when living in the 21st-Century where information is changing constantly (3rd-Grade Teacher: Judy P.) ~"The self-evaluation aspect of the rubrics has really been helpful to the students" (High School Art Teacher: Diane) Lowers the student-teacher ratio "Expanded opportunities for creativity" (Moreillon, 8.) "Integrated learning" (Moreillon, 8). "Access to multiple resources, including technology"(Moreillon, 8)
To Administrators: ~"there is no one else who impacts the academic achievement of every single child in the building" (Principal: Paula) ~"there is no one else besides the principal in a building who has that global perspective of the building other than the teacher-librarian"(Principal: Paula) ~"there is no other position that impacts acheivement to the extent that the teacher-librarian does" (Principal: Paula) "Achievement scores rise with school library program development" (Moreillon, 3)
To School Librarians: School librarians "know that learning experiences are strengthened when both the classroom teacher and the teacher librarian work together to achieve learning goals and objectives" (McGregor 202). "...position themselves as essential partners in the literacy programs in their schools" (Moreillon, ix). Makes the school library a hub of learning. (Moreillon, ix).
Become teacher leaders in their schools. (Moreillon, xi).
Ex. Small group work - more individualized attention (3rd-Grade Teacher: Judy P)
Ex. Support for inquiry-based learning (3rd-Grade Teacher: Judy P's teaching philosophy)
"Works with small groups of students in the library" (Principal: Paula Godfrey)
"More planning" time, and teachers "get lots more ideas because we [teachers and school librarians] feed off each other" (Kindergarten Teacher: Peggy Harding)
Regarding School Librarians: "No one else who impacts the academic achievement of every single child in the building"(Principal: Paula Godfrey)
"Helps teachers with their curriculum in the classroom" (Principal: Paula Godfrey)
School librarians help "students to effective evaluate sites when doing research instead of just copying all the information as elementary-aged children so often do" (Principal: Paula Godfrey)
"Important part of my role as an educator" because it supports my philosophy of "authentic learning," and this school librarian collaboration helps me to take a shallowly presented curriculum to a "deeper level" in my classroom (3rd-Grade Teacher: Judy P.)
Creates an environment of "authentic learning"; helps children to learn how to "find answers to their questions on their own," which is important when living in the 21st-Century where information is changing constantly (3rd-Grade Teacher: Judy P.)
Collaborating with the school librarian "expands" her instruction "broadly"; she finds that she can "instruct them in a certain art technique, and they [the students] will notice it in the books that they read"; Ex. 4th grade-->researched Navajo blankets and how they were made and found stories on them, so when they went to the art room to implement their "weaving and incorporate their designs" it was a richer experience and helped them (Elementary Art Instructor: Tracy Ross)
Makes the learning fun for the students by creating a welcoming and learning library environment; teaches them how to use things like library wiki with pathfinder and to use EasyBib to easily come up with a Works Cited page (Really making technology work for the students; making things that in the past were very difficult and intimidating to students, not so intimidating--K's reflection)(7th-Grade Language Arts Teacher: Mary Ann)
+“Amazed at the things that she [Judi] has been able to get the kids to buy into and to enjoy doing in the library”; +“Her [Mary Ann] ideas of having the library as a very welcoming place and a place where the kids do a lot of learning has just been very exciting and very fun for me this year”; + “real learning process” for me; Judi “knowledgeable” and “genius” and “taught them [kid] how to use the library wiki with pathfinder” New information for Mary Ann as well +“Any idea I have… Judi takes it and runs with it”; Judi is “resourceful”-- Qualities of a good school librarian +Anything she's thinking about doing—book, project—Judi takes and runs with and comes up with ideas and comes back to the teachers seeing if it works, making the projects work from the beginning to the end (paraphrase this last bit more) Ex. Picture book project (7th-Grade Language Arts Teacher: Mary Ann)
During collaboration the librarian "led me and the students through the lessons." (7th grade SS Teacher: Pat)
When collaborating with the librarian, "I would learn right along with the kids" about PowerPoint presentations. (7th grade SS Teacher: Pat)
The librarian modeled "how we put all the pieces of learning together." (8th grade LA Teacher: Karen)
"We're able to team-teach the lesson and I can use the same wording in my classroom" that the librarian used while teaching the lesson. The librarian "provided all of the materials we need, all of the computer assistance we need."(8th grade LA Teacher: Karen)
"She taught my students in such detail how to use the WIKI". (8th grade LA Teacher: Karen)
"Working with the teacher-librarian has helped me more fully integrate the research and writing process into my course." "I learned to better use rubrics to guide students' written work as well as their art work."(High School Art Teacher: Diane)
"Collaboration results in really great projects for the kids." (High School English Teacher: Sherri)
"The overall project was much more successful with her help. I gave her the main idea of the unit and she provided some other ideas on how to make it even better." "We worked together on developing the guidelines for the projects, for creating rubrics." "She helped grade the citations...I graded the content." (High School Student Teacher: Kelly)
"I go in with...vague ideas...and the librarian has helped me work through them.""My idea was digital storytelling. I knew nothing about it. We collaborated, and came up with a really great project." (High School English Teacher: Sherri)
School librarians "know that learning experiences are strengthened when both the classroom teacher and the teacher librarian work together to achieve learning goals and objectives" (McGregor 202).
By collaborating with librarians, the teachers are demonstrating the way that they want their students to work, so they are leading by example (Schultz-Jones 22-23).
Aida Lugo's Contributions Mary Pharaoh's Contributions
Students
Classroom Teachers
~More individualized attention ~Feel that library is their classroom (Kindergarten Teacher: Peg)
~More planning ~Lots more ideas (Kindergarten Teacher: Peg)
~Finding answers to their questions on their own ~Learn how to find answers ~Students need to know how to find the answers *...being allowed to find and being taught how... (Third Grade Teacher: Judy P.)
~Able to take curriculum presented in a superficial level deeper *authenic learning philosophy *21 century learning (Third Grade Teacher: Judy P.)
~Literary connection helped when in art room to do their weavings ~Arouses curiousity - which was done first, the writing or the illustrations? *The students are able to make connections between art lessons and their library book readings. (Elementary Art Teacher: Tracy)
~Instruction is expanded broadly *Through her collaborative teaching, students are taught skills, but make connections. (Elementary Art Teacher: Tracy)
~"there is no one else who impacts the academic acheivement of every single child in the building" ~"she also works with small groups of students in the library" ~"she helps students to effectively evaluate sites when they're doing research instead of just copying all the information as elementary age children so often do" (Principal: Paula)
~"the teacher-librarian works with teachers to help them with their curriculum in the classroom"
*..."teacher/librarian is one of the most important people at school-she impacts all students" (Principal: Paula)
~"having the library as a very welcoming place and a place where the kids do a lot of learning" ~"could come up with a works cited list in minutes" (7th-Grade Language Arts Teacher: Mary Ann)
~very knowledgable ~so resourceful ~"coming up with ideas and then getting right back to the teachers" ~"making it work from the beginning to the end" (7th-Grade Languange Arts Teacher: Mary Ann)
~learned how to do a PowerPoint presentation (7th-Grade Social Studies Teacher: Pat)
~"My school librarian was nice enough to lead me through the lessons as she lead the students through them. And by the end of the week, I was helping the students with everything, and learning right along with them." (7th-Grade Social Studies Teacher: Pat)
~"We're able to see some of the studentrs using it in other classrooms" ~"The students are familiar with what to do in the research notetaking process, finalizing products of their writing process." (8th-Grade Language Arts Teacher: Karen)
~"has welcomed us into the library and provided all the material we need, all the computer assistance we need" ~"Whenever we have to get books together for a project, she has gone out of her way to use interlibrary loan, to read through material, to do everything possible for my students."
~"The self-evaluation aspect of the rubrics has really been helpful to the students" (High School Art Teacher: Diane)
~"Working with the teacher-librarian has helped me to more fully integrate the research and the writing process into my course." ~"I learned to better use rubrics to guide the student's written work as well as their art work" (High School Art Teacher: Diane)
~"I think the students really enjoyed it." (High School Student Teacher: Kelly)
~offered ideas for unit ~created a rubric ~"we worked together during the whole process." ~"She helped grade the citations and other requirements that she was more connected on" ~"The overall project was much more successful with her help and working together." (High School Student Teacher: Kelly)
~"We collaborated and came up with a really great project that the kids, 100% of the kids completed and did a really great job at." (High School English Teacher: Sherri)
~"I'd gone in with ideas that had been vague and nebulous, and my librarian has helped me work through them, work out lesson plans that she could do with my kids that have to do with research, that have to do with citing information, technology, ideas of technology tha she has more of an interest in than I do." ~"If the librarian is willing to work with you and is willing to lend her expertise to each project that you bring to her, teacher collaboration with the that can be really excellent and can result in some really great projects for the kids." (High School English Teacher: Sherri)
~"seeks input from students on the learning process" (20) ~"Together with the classroom teacher, the school librarian empowers students to take an active role in shaping their learning." (20) (American Association of School Librarians 2009)
~"assists classroom teachers in developing inquiry-driven curricular units that effectively teach content and research skills to students of all learning styles" (20). (American Association of School Librarians 2009)
Notes:
These are all from the Joy McGregor reading.
McGregor quotes Loertscher - "...talks about understanding teaching and learning styles." To make a collaborative team work..the partners MUST know each other, before they can work together.
McGregor quotes Doiron and Davies - "...resource based collaborative units." The teacher's and Teacher/librarians need make adjustments to their units with the learning styles of the students in mind. They must also be familiar with the TEKS for the particular grade level and a scope and sequence also. Mc quotes Loe. - "The principal must support the changes necessary." Without her/his support, the team is a failure before it begins. The teacher as well as the librarian MUST know that the principal wants this type of teamwork implemmented in their school. The principal can show support by allowing planning time, providing financial support for materials or coming up with solutions to the lack of money... Loertscher again - "...exhorts teacher/librarian never to give up in spite of how difficult it is to form collaborative relationships...with unwillingness to change.." This is the hardest part. A librarian is NOT an administrator. Without the principals support, what the t/l says will be mearly a suggestion to an unwilling teacher. On the other hand, are the teachers bombarded with "overworkedness?" Many are overwhelmed and honestly cannot see that this would to to everyones benefit. Knowing this, makes my patience for the teachers much stronger. Mc quotes Doiron and Davies - "Districtwide policies often affect how easily collaborative school communities can be developed." The district cannot expect miracles from the t/l or teachers if they don't/won't buy in to it themselves.
Principal: Paula ~"there is no one else besides the principal in a building who has that global perspective of the building other than the teacher-librarian" ~"there is no other position that impacts acheivement to the extent that the teacher-librarian does"
Citations:
McGregor, Joy. Collaboration and Leadership.In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 199-219. PDF file.
American Association of School Librarians. Empowering Learners: Guidelines for School Library Media Programs. Chicago, IL: American Association of School Librarians, 2009. Print.
Zmuda, Allison, and Violet H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23 – 43. PDF file.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print.
Schultz-Jones, Barbara. "Collaboration In the School Social Network." Knowledge Quest 37.4 (2009): 20-25. Academic Search Complete. EBSCO. Web. 11 Feb. 2011.
4. links to inservice presentations
Here is a copy of the persuasive presentation Emilie Buske-Ferman and I did. I am linking the information below, but I think I need to delet the first three items before the url and write an introductory paragraph for it as if I were Ms. Dimple. Do you think this is where this would go?
Audience Selected for this Project: Title I Elementary School Classroom Teachers Topic: Inquiry Learning Presentation Tool: Prezi
Here is a presentation created for classroom teachers (4th grade+). It shows the benefits of classroom teacher/librarian collaboration, and how Pathways to Knowledge can be a helpful during the inquiry learning process. http://www.xtranormal.com/watch/11352760
The Big6 for 3rd and 4th graders: Here is a presentation created for 3rd and 4th grade students showing how The Big6 inquiry and research model can be used for many research problems in and out of school. http://prezi.com/p7xf0demkfxl/copy-of-i-am-ready-for-a-dog/
Group: Melissa Garrison Aida Lugo Katie Hickey
A.4.3 Course Content
Possible content:
1. introduction to collaborative planning and lesson implementation
At Theon Elementary Library, we believe when librarians and teachers come together to collaborate on lesson plans and lesson implementation that the entire educationl community benefits, but most importantly, the teachers and students benefit. Please view our video on why collaboration is truly the key to great education!
Here is the final video revision. I added a logo/slogan slide at the end of the video:
Here is the fourth video revision. I took out "more importantly" from the librarian slide:
Here is the third video revision. I slowed down the slides based on your feedback Aida.
Here is the second revised video:
Here is the first version of the video:
2. links to collaborative lesson plans
1st Grade Collaborative Lesson PlanPurpose
The purpose of this lesson is to locate information (main idea: life cycles) and read for a specific purpose (learn about the life cycle of an animal). The learners will then take this specific information, and organize it to create a flow-chart with technology.
http://ls5443wiki.wikispaces.com/A.4.2+Collaborative+Lesson+Plan
3rd Grade Collaborative Lesson Plan
Purpose
The purpose of this lesson is for students to work collaboratively in pairs to study and read biographies of famous/significant figures in American history. Together, using their background knowledge of their school's Six Pillar character traits, students will choose one or two pillar traits that they believe their famous/historical figure exemplifies and then support their main idea with evidence they gather from their books. They will also learn how to record and organize their answers using Cacoo, a pre-writing Web 2.0 tool. (This assignment is the third lesson in a larger unit, and they wil use their pre-writing to help complete the unit's summative assignment in Lesson 4.)
URL to the collaborative lesson:
http://alibrarylink.wikispaces.com/Lesson+Plan+Template+Page
4th Grade Collaborative Lesson Plan
Purpose
The purpose of this lesson is to learn how to determine main idea in a narrative text, to make notes supporting the main idea and to summarize the text. The students will engage with the book to form an opinion about the story and will express their opinion in writing as well as through a web 2.0 tool.
http://genietmyer.wikispaces.com/Lesson+Plan
3. statement or table about the benefits of coteaching to specific audiences
Benefits of Coteaching
There is a great chart on page 8 of Dr. M.'s bookTo Classroom Teachers
More planning ideas (Kindergarten Teacher: Peg)
"Helped me to more fully integrate the research and the writing process into my course." (High School Art Teacher: Diane)
"Assists classroom teachers in developing inquiry-driven curricular units that effectively teach content and research skills to students of all learning styles" (20).(American Association of School Librarians 2009)
"Helps teachers with their curriculum in the classroom" (Principal: Paula Godfrey)
helps me to take a shallowly presented curriculum to a "deeper level" in my classroom (3rd-Grade Teacher: Judy P.)
By collaborating with librarians, the teachers are demonstrating the way that they want their students to work, so they are leading by example (Schultz-Jones 22-23).
"The overall project was much more successful with her help. I gave her the main idea of the unit and she provided some other ideas on how to make it even better." "We worked together on developing the guidelines for the projects, for creating rubrics." "She helped grade the citations...I graded the content." (High School Student Teacher: Kelly)
"Educators can strengthen their academic program" (Moreillon, ix).
~offered ideas for unit
~created a rubric
~"we worked together during the whole process."
~"She helped grade the citations and other requirements that she was more connected on"
~"The overall project was much more successful with her help and working together."
(High School Student Teacher: Kelly)
Helps integrate technology into lessons
Developing rubrics for both educators and students (self-assessment)
Helps with "...planning, implementation and assessment stages of teaching" (Moreillon, 4).
"Fewer classroom management issues" (Moreillon, 8).
"Improved facilitation of differentiated instruction" (Moreillon, 8).
To Students:
School librarians help "students to effective evaluate sites when doing research instead of just copying all the information as elementary-aged children so often do" (Principal: Paula Godfrey)
~"Together with the classroom teacher, the school librarian empowers students to take an active role in shaping their learning." (20)
(American Association of School Librarians 2009)
Small group work - more individualized attention (3rd-Grade Teacher: Judy P)
"Collaboration results in really great projects for the kids." (High School English Teacher: Sherri)
Creates an environment of "authentic learning"; helps children to learn how to "find answers to their questions on their own," which is important when living in the 21st-Century where information is changing constantly (3rd-Grade Teacher: Judy P.)
~"The self-evaluation aspect of the rubrics has really been helpful to the students"
(High School Art Teacher: Diane)
Lowers the student-teacher ratio
"Expanded opportunities for creativity" (Moreillon, 8.)
"Integrated learning" (Moreillon, 8).
"Access to multiple resources, including technology"(Moreillon, 8)
To Administrators:
~"there is no one else who impacts the academic achievement of every single child in the building"
(Principal: Paula)
~"there is no one else besides the principal in a building who has that global perspective of the building other than the teacher-librarian"(Principal: Paula)
~"there is no other position that impacts acheivement to the extent that the teacher-librarian does"
(Principal: Paula)
"Achievement scores rise with school library program development" (Moreillon, 3)
To School Librarians:
School librarians "know that learning experiences are strengthened when both the classroom teacher and the teacher librarian work together to achieve learning goals and objectives" (McGregor 202).
"...position themselves as essential partners in the literacy programs in their schools" (Moreillon, ix).
Makes the school library a hub of learning. (Moreillon, ix).
Become teacher leaders in their schools. (Moreillon, xi).
I'm wondering if we can use this T-chart from our A.1.4 Mini-Case Study. Here is a link to mine (Katie was my partner)
http://ls5443wiki.wikispaces.com/Classroom-Library+Collaboration+Mini-Case+Study+%E2%80%93+A.1.4+%28Prewriting+page%29
That's a good idea. Here is the link to mine:
http://becoming-a-librarian.wikispaces.com/A.1.4+Prewriting+T-Chart
+“Her [Mary Ann] ideas of having the library as a very welcoming place and a place where the kids do a lot of learning has just been very exciting and very fun for me this year”;
+ “real learning process” for me; Judi “knowledgeable” and “genius” and “taught them [kid] how to use the library wiki with pathfinder” New information for Mary Ann as well
+“Any idea I have… Judi takes it and runs with it”; Judi is “resourceful”-- Qualities of a good school librarian
+Anything she's thinking about doing—book, project—Judi takes and runs with and comes up with ideas and comes back to the teachers seeing if it works, making the projects work from the beginning to the end (paraphrase this last bit more)
Ex. Picture book project
(7th-Grade Language Arts Teacher: Mary Ann)
Aida Lugo's Contributions
Mary Pharaoh's Contributions
~Feel that library is their classroom
(Kindergarten Teacher: Peg)
~Lots more ideas
(Kindergarten Teacher: Peg)
~Learn how to find answers
~Students need to know how to find the answers
*...being allowed to find and being taught how...
(Third Grade Teacher: Judy P.)
*authenic learning philosophy
*21 century learning
(Third Grade Teacher: Judy P.)
~Arouses curiousity - which was done first, the writing or the illustrations?
*The students are able to make connections between art lessons and their library book readings.
(Elementary Art Teacher: Tracy)
*Through her collaborative teaching, students are taught skills, but make connections.
(Elementary Art Teacher: Tracy)
~"she also works with small groups of students in the library"
~"she helps students to effectively evaluate sites when they're doing research instead of just copying all the information as elementary age children so often do"
(Principal: Paula)
*..."teacher/librarian is one of the most important people at school-she impacts all students"
(Principal: Paula)
~"could come up with a works cited list in minutes"
(7th-Grade Language Arts Teacher: Mary Ann)
~so resourceful
~"coming up with ideas and then getting right back to the teachers"
~"making it work from the beginning to the end"
(7th-Grade Languange Arts Teacher: Mary Ann)
(7th-Grade Social Studies Teacher: Pat)
(7th-Grade Social Studies Teacher: Pat)
~"The students are familiar with what to do in the research notetaking process, finalizing products of their writing process."
(8th-Grade Language Arts Teacher: Karen)
~"Whenever we have to get books together for a project, she has gone out of her way to use interlibrary loan, to read through material, to do everything possible for my students."
(High School Art Teacher: Diane)
~"I learned to better use rubrics to guide the student's written work as well as their art work"
(High School Art Teacher: Diane)
(High School Student Teacher: Kelly)
~created a rubric
~"we worked together during the whole process."
~"She helped grade the citations and other requirements that she was more connected on"
~"The overall project was much more successful with her help and working together."
(High School Student Teacher: Kelly)
(High School English Teacher: Sherri)
~"If the librarian is willing to work with you and is willing to lend her expertise to each project that you bring to her, teacher collaboration with the that can be really excellent and can result in some really great projects for the kids."
(High School English Teacher: Sherri)
~"Together with the classroom teacher, the school librarian empowers students to take an active role in shaping their learning." (20)
(American Association of School Librarians 2009)
(American Association of School Librarians 2009)
Notes:
These are all from the Joy McGregor reading.
McGregor quotes Loertscher - "...talks about understanding teaching and learning styles." To make a collaborative team work..the partners MUST know each other, before they can work together.
McGregor quotes Doiron and Davies - "...resource based collaborative units." The teacher's and Teacher/librarians need make adjustments to their units with the learning styles of the students in mind. They must also be familiar with the TEKS for the particular grade level and a scope and sequence also.
Mc quotes Loe. - "The principal must support the changes necessary." Without her/his support, the team is a failure before it begins. The teacher as well as the librarian MUST know that the principal wants this type of teamwork implemmented in their school. The principal can show support by allowing planning time, providing financial support for materials or coming up with solutions to the lack of money...
Loertscher again - "...exhorts teacher/librarian never to give up in spite of how difficult it is to form collaborative relationships...with unwillingness to change.." This is the hardest part. A librarian is NOT an administrator. Without the principals support, what the t/l says will be mearly a suggestion to an unwilling teacher. On the other hand, are the teachers bombarded with "overworkedness?" Many are overwhelmed and honestly cannot see that this would to to everyones benefit. Knowing this, makes my patience for the teachers much stronger.
Mc quotes Doiron and Davies - "Districtwide policies often affect how easily collaborative school communities can be developed." The district cannot expect miracles from the t/l or teachers if they don't/won't buy in to it themselves.
Principal: Paula
~"there is no one else besides the principal in a building who has that global perspective of the building other than the teacher-librarian"
~"there is no other position that impacts acheivement to the extent that the teacher-librarian does"
Citations:
McGregor, Joy. Collaboration and Leadership.In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 199-219. PDF file.
"Kindergarten Teacher." Interview by Judi Moreillon. Web. 7 Feb. 2011. <http://teachertube.com/members/viewVideo.php?video_id=121832&title=Kindergarten_Teacher >.
"3rd-Grade Teacher." Interview by Judi Moreillon. Web. 7 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=119396&title=3rd_Grade_Teacher >.
"Elementary Art Instructor." Interview by Judi Moreillon. Web. 7 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=121834&title=Elementary_Art_Instructor >.
"Principal." Interview by Judi Moreillon. Web. 8 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=121838&title=Principal >.
"7th-Grade Language Arts Teacher." Interview by Judi Moreillon. Web. 8 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=125112&title=7th_Grade_Language_Arts_Teacher >.
"7th-Grade Social Studies Teacher." Interviewed by Judi Moreillon. Web. 8 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=121980&title=7th_Grade_Social_Studies_Teacher >.
"8th-Grade Language Arts Teacher." Interviewed by Judy Moreillon. Web. 8 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher >.
"High School Art Teacher." Interviewed by Judy Moreillon. Web. 8 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=121840&title=High_School_Art_Teacher >.
"High School Student Teacher." Interviewed by Judy Moreillon. Web. 8 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=125103&title=High_School_Student_Teacher >.
"High School English Teacher." Interviewed by Judy Moreillon. Web. 8 Feb. 2011. <http://www1.teachertube.com/members/viewVideo.php?video_id=125106&title=High_School_Teacher >.
American Association of School Librarians. Empowering Learners: Guidelines for School Library Media Programs. Chicago, IL: American Association of School Librarians, 2009. Print.
Zmuda, Allison, and Violet H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23 – 43. PDF file.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print.
Schultz-Jones, Barbara. "Collaboration In the School Social Network." Knowledge Quest 37.4 (2009): 20-25. Academic Search Complete. EBSCO. Web. 11 Feb. 2011.
4. links to inservice presentations
Here is a copy of the persuasive presentation Emilie Buske-Ferman and I did. I am linking the information below, but I think I need to delet the first three items before the url and write an introductory paragraph for it as if I were Ms. Dimple. Do you think this is where this would go?
Audience Selected for this Project: Title I Elementary School Classroom Teachers Topic: Inquiry Learning Presentation Tool: Prezi
http://prezi.com/5dzpx2val-_3/a24-persuasive-presentation/
Here is a presentation created for classroom teachers (4th grade+). It shows the benefits of classroom teacher/librarian collaboration, and how Pathways to Knowledge can be a helpful during the inquiry learning process.
http://www.xtranormal.com/watch/11352760
The Big6 for 3rd and 4th graders:
Here is a presentation created for 3rd and 4th grade students showing how The Big6 inquiry and research model can be used for many research problems in and out of school.
http://prezi.com/p7xf0demkfxl/copy-of-i-am-ready-for-a-dog/
Link to Elementary School Librarian Hypatia Opal Dimple's--Home
Link to Hypatia Opal Dimple's Personal Educational Philosophy and Background Information