Classroom Teachers

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Classroom Teachers Teacher Librarians Work
Together

• By Sue Kientz, Teacher Librarian Fairfield High
  School
• and Kristin Steingreaber, Media Specialist, AEA 15

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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!

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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.

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What are the goals?

• Improved student learning
• Students produce work that meets standards of
  high quality Quadrant D
• Support students as a participatory culture

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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

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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

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• http//nema.k12.ne.us/CheckIt/coplan.html

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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.

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• 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.

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• 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.

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• 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.

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• 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.

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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.

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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

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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.

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• Please take time to write down some of the skills
  and strategies that you bring to the
  collaborative experience.

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• 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

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• 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.

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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

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Participatory Culture!

• Create, Publish, Invent, Write, Perform
• Podcasting, Wikis..

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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

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Collaborative Planning Requires

• A knowledgeable and flexible teacher-librarian
• Good interpersonal skills
• A commitment to integrated information literacy
  instruction
• Active support of the principal.

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• Each person brings his or her own strengths to
  the discussion.
• Keep in mind that teachers plan differently.
• Projects need to be continually evaluated.

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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?

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Collaboration

• Why is it so hard to do?

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Obstacles??
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Road Blocks?
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Brick Walls?
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Why?

• Reluctant Teachers
• Time
• Lack of technology
• Mandated programs

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Reluctant Teachers

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

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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

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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

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Current Event

• EbscoHost Newspaper Source
• Created a web page of links

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Reluctant Teacher

• Move from Cooperation to Collaboration

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Time!!!!

• Teachers dont have enough to plan with you
• You dont have enough to meet with them

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Be Creative

• Use calendar
• Coffee Pot
• Delivery service
• Lunch

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Lack of Technology!

• Evaluate
• Think outside the box
• Rearrange the LMC
• Use Department computer labs when not in use

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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

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Opportunity is knocking
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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

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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

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NCLB

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

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Rigor and Relevance
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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

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How this effects your work!

• Schedules - flexible
• Collaborative planning records
• Prepared bibliographies
• Unit plans / lesson plans
• Curriculum maps

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Assessments

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

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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

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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

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• Please take time to consider how does this look
  in your school?

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Gathering Data
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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

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2. Samples
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Planning Sheets
Collaboration
Stacy Fisher. and Jane Johns. Milton Middle
School
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Recent Examples

• Kansas science/tech

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Log sheets
Collaboration
Stacy Fisher and Jane Johns. Milton Middle School
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Collaboration
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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.
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Calendars Documenting Collaboration and
Integration
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• Take time to look at planning sheets that are in
  the packet!

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Rubrics
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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

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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
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Tracking Collaborative Units
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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
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Back
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Research Skills
Back
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Collaboration Type and Resources
Back
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Collaboration Evaluation
Back
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Skills Reporting
Back
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Collaboration Statistics
Back
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Collaboration Goals
Back
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Collaboration Activities
Back
76
Collaboration Coverage
Back
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Hours and Places
Back
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Timeline
Back
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Administrative Support

• Make sure they know what you are doing
• IMPACT software
• Monthly report
• Standards and Benchmarks tied to lessons

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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

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• 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

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• 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

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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)
Thank You. Questions?