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Implementing Collaboration through Flexible Access

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'The guiding mission of the North Carolina State Board of Education is ... Dr. Milt Daugherty, Superintendent USD 444 - Little River, Kansas SRTTC April 2005 ... – PowerPoint PPT presentation

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Title: Implementing Collaboration through Flexible Access


1
Implementing Collaboration through Flexible
Access
  • Gerry Solomon
  • NCDPI

2
Activity
3
Learning for the 21st Century
  • www.21stcenturyskills.org

4
Information and Communication Skills
  • Information and Media Literacy
  • Communication Skills

5
Thinking and Problem-Solving Skills
  • Critical thinking and systems thinking
  • Problem identification, formulation, and solution
  • Creativity and intellectual curiosity

6
Interpersonal and Self-Directional Skills
  • Interpersonal and collaborative skills
  • Self-direction
  • Accountability and adaptability
  • Social responsibility

7
State Board of Education
  • "The guiding mission of the North Carolina State
    Board of Education is that every public school
    student will graduate from high school, globally
    competitive for work and postsecondary education
    and prepared for life in the 21st century."

8
SBE Redefined Goals
  • NC public schools will produce globally
    competitive students.
  • NC public schools will be led by 21st century
    professionals.
  • NC public school students will be healthy and
    responsible.
  • Leadership will guide innovation in NC public
    schools.
  • Goal NC public schools will be governed and
    supported by 21st century systems.

9
How Can these Skills Be Taught Effectively?
10
Flexible scheduling was found to be an essential
ingredient facilitating collaborative
partnerships between teachers and
teacher-librarians. The principals expectations
for team planning among teachers was a key
ingredient for encouraging involvement of
teacher-librarians. Grade planning meetings
involving the teacher-librarian allowed for the
integration of content areas in a holistic way,
and could help shape a whole school commitment to
information literacy. Julie Tallman. Curriculum
consultation Strengthening Activity through
Multiple-content Area Units. School Library
Media Quarterly. Fall, 1995
11
The IMPACT Model
12
What Is This Idea Called Flexible Access?
13
Flexible Access
  • Enables students and teachers to use the media
    center and computer lab throughout the day
  • And to have the services of the media coordinator
    and technology facilitator at point of need.

14
What are the barriers?
15
Addressing Teacher Release Time
  • Extra classes for resource teachers
  • Increasing class size to create an additional
    half-time/full-time resource position
  • Classes come to media center to use centers/check
    out books (supervised by TA or media assistant)

16
In a student-centered library media program,
learning needs to take precedence over class
schedules, school hours, student categorizations,
and other logistical concerns. Information
Power, 1998
17
It is easier to put the puzzle pieces together if
you have the whole picture from the box
top. Dr. Milt Daugherty, Superintendent USD
444 - Little River, Kansas SRTTC April 2005
18
What should it look like?
19
Flexible access should
  • Accommodate individual students at all times.
  • Facilitate whole class and small group
    instruction.
  • Include planning sessions, meetings, etc.
  • Allow time for circulation, browsing, and
    research.
  • Include time for special programs

20
Why Is Flexible Access Better for Teaching and
Learning?
21
Advantages of Flexible Access
  • Enriches teaching and learning through the
    integration of information skills and technology
    skills with classroom instruction (just in time
    vs. just in case)
  • Facilitates teaching The Balanced Curriculum

22
What is a Balanced Curriculum?
  • Includes Entire Standard Course of Study (SCS)
  • Educates the Whole Child (BEP)
  • Includes a Challenging and Common Curriculum
    (CCSSO)
  • Is Based on Best Knowledge of How Children
    Develop and Learn (NASBE)

23
What is a Balanced Curriculum?
  • Prepares Students for Success in School and in
    Life (NCLB/NCDPI)
  • Is Inclusive of All Subjects versus Only Those
    Subjects Tested (NCLRC)
  • Promotes Brain Growth and Development through an
    Enriched Environment (Diamond Hopson)

24
Advantages of Flexible Access
  • Provides authentic, active learning experiences
    for 21st Century Learning skills
  • Information and communication skills
  • Thinking and problem solving skills
  • Interpersonal and self-directional skills
  • Learning for the 21st Century
  • www. 21stcenturyskills.org

25
21st Century Context for Learning
  • Making content relevant to students lives
  • Bringing the world into the classroom
  • Taking students out into the world
  • Creating opportunities for students to interact
    in authentic learning experiences

26
Advantages of Flexible Access
  • Increases access to resources
  • Provides adequate time for the use of resources
  • Facilitates collaborative planning between the
    SLMC and classroom teachers

27
Who Came Up with This Idea Anyway?
28
Look to the Research
29
Library Research Service
  • Impact Studies
  • www.lrs.org/impact.asp

30
What the Research Says
  • Wherever possible, schools should adopt policies
    of flexibly scheduled access to the LMC.
    Available evidence indicates that LMCs that are
    reasonably accessible to students contribute more
    to academic achievement.
  • Proof of the Power A First Look at the Results
    of the Colorado StudyAnd More! Fast Facts No.
    165, November, 1999

31
Predictors of Academic Achievement Alaska Study
  • Time spent by librarians delivering information
    literacy instruction to students
  • Time spent by librarians planning cooperatively
    with teachers

32
What the Research Says
  • Elementary school students with the most
    collaborative teacher librarians scored 20
    higher on the Colorado Student Assessment Program
    (CSAP) for reading than students with the least
    collaborative teacher librarians.
  • Lance, 2000

33
Elementary schools with more flexibly scheduled
libraries performed 10 percent better in reading
and 11 percent better in writing on the ISAT
tests of fifth-graders than schools with less
flexibly scheduled libraries.
Powerful Libraries Make Powerful Learners The
Illinois Study. Illinois School Library Media
Association, 2005. http//www.islma.org/pdf/ILStud
y2.pdf
34
Where high school libraries are more flexibly
scheduled, more than six percent more
eleventh-graders met or exceeded PSAE reading
standards than their counterparts with less
flexibly scheduled libraries. High schools with
more flexibly scheduled libraries also had five
percent higher ACT scores than schools with less
flexibly scheduled libraries.
Powerful Libraries Make Powerful Learners The
Illinois Study. Illinois School Library Media
Association, 2005. http//www.islma.org/pdf/ILStud
y2.pdf
35
The wider spectrum of activities involved in true
collaboration between school librarians and
classroom teachers demonstrates an impact at the
high school level, particularly through the links
between those activities and eleventh-grade ACT
scores. When library staff spends more time on
these activities, ACT scores increase an average
of three to four percent over the scores for
schools with less collaborative library staff.
Powerful Libraries Make Powerful Learners The
Illinois Study. Illinois School Library Media
Association, 2005. http//www.islma.org/pdf/ILStud
y2.pdf
36
School Libraries Work!Scholastic Library
Publishing
  • http//librarypublishing.scholastic.com

37
What the Research Says
  • At elementary schools with the highest Michigan
    Educational Assessment Program (MEAP) reading
    scores, teachers and students are 4 times as
    likely to be able to visit the library on a
    flexibly scheduled basis, compared to their
    counterparts at the lowest scoring schools.
  • Rodney, Lance, and Hamilton-Pennell, 2003

38
Revitalizing High School Libraries (RHSL)
  • Update and refurbished 4 HS media centers
    (Minneapolis, Tampa, San Francisco)
  • Survey administered to over 600 students
    regarding reading habits
  • Extended hours of operation and more flexible
    access provided to the media centers

39
RHSL Students Read More
  • Findings from a survey in late 2005 suggest
    that students in RHSL sites are reading more for
    fun as well as classtalking more about books and
    reading with family and friends. These behaviors
    are strongly associated with higher reading and
    academic achievement.
  • Adolescents Read. Public Education Network,
    Issue 2, January 2006

40
National Standards and State Guidelines
41
Flexible, equitable, and far-reaching access to
the library media program is essential to the
development of a vibrant, active learning
community. Information Power, 1998
42
NBPTS
  • Library media specialists will show their ability
    to collaborate with others in the instructional
    community to create, plan, and implement learning
    experiences and assess student learning, using a
    variety of resources.

43
School library media coordinators and technology
facilitators play a vital role in todays schools
by providing flexible access to relevant
resources and flexible instruction based on
collaborative planning.
  • IMPACT Guidelines for Media and Technology
    Programs, 2005

44
The Media Coordinator and Collaboration
http//video.dpi.state.nc.us/eforums/impact_videos
/
45
Getting Started Role of the Administrator
  • To be an advocate This is what is best for
    students.
  • Removing the SLMC from the release time schedule

46
Role of the Administrator
  • Communicating the expectation that collaboration
    will occur on a regular basis
  • Provision of grade-level/subject area team
    planning times

47
  • At the heart of professional learning
    communities is a commitment to having all
    teachers meet regularly with their colleagues
  • to determine, in common, the essential standards
    they will teach in each course
  • to prepare lessons and units together, assess
    their impact on student learning, and refine
    their instruction...

Schmoker, Mike. The New Fundamentals of
Leadership. SEDL Letter, Southwest Educational
Development Laboratory,Vol. XVII, No. 2, December
2005.
48
Providing Planning Time
  • Archer School Model Using teacher assistants
  • Staff Development Funds for Substitutes

49
Getting Started Enlisting Teacher Support
  • Emphasizing advantages
  • Greater curriculum integration
  • Increased instructional support
  • Opportunities for small group instruction and
    differentiated learning

50
When a teacher is willing to move a learning
experience from the classroom to the media
center, good things happen There are now two
teachers instead of one, an information-rich and
technology-rich environment is available, and
each learner can expect twice as much
professional support.
  • Champlin, Connie and Loertscher, David.
  • Reinvent Your Schools Library and Watch
    Academic Achievement Increase
  • Principal Leadership, March 2003

51
Enlisting Teacher Support contd
  • Brainstorming with the MTAC, SIT, team leaders,
    or department chairs
  • Starting slowly with willing teachers or teams

52
Interim Variations of Flex Access
  • Fixed schedule for kindergarten ( possibly gr.
    1) - gradually phased out during the year
  • Scheduled primary classes in morning (or on
    certain days) flex access for grs. 3-5 at other
    times
  • Fixed time for each class to check out/read on
    their own flex access for instruction
  • Jan Buchanan. Flexible Access Library
    Media Programs, 1991.

53
Getting Started Role of the Media Coordinator
  • Building relationships and trust with teachers
  • Being proactive, What are you doing right now,
    and how can I help?
  • Providing specific suggestions for
    literature/research activities

54
Stage One of Flexible Access and Collaboration
  • Provision of resources to support classroom
    instruction
  • Informal planning
  • (Combination of fixed/flex access)

55
Stage Two of Flexible Access and Collaboration
  • Media center activities developed independently
    to support classroom instruction
  • Informal planning
  • (No fixed times for instruction)

56
Stage Three of Flexible Access and Collaboration
  • Lessons/units collaboratively planned,
    implemented, and evaluated
  • (Co-teaching)

57
Developing Integrated Units
  • Target the unit (teacher)
  • Brainstorm objectives (collaborative)
  • Refine the activities (collaborative)
  • Assign responsibilities for instruction
  • Schedule media center time
  • Present the unit (collaborative)
  • Evaluate the unit (collaborative)
  • Dobrot, Nancy and Rosemary McCawley. Beyond
    Flexible Scheduling, 1992.

58
Additional Strategies for Collaboration
  • Curriculum mapping/pacing guides
  • Collaborative Planning Forms
  • Collaboration Toolkit (data driven)
  • School-wide student research process
  • Project-based learning activities

59
Project-Based Learning Focuses On
  • In-depth exploration of topic
  • Presentations
  • Peer assessments
  • Realistic challenge or puzzle to resolve
  • Authentic tasks
  • Student responsibility/teamwork

60
What Does It Look Like?
Leesville Road Middle School Wake County, NC
http//www.ncpublicschools.org/distancelearning/st
arschools/bestpractices.html
61
What Does It Look Like?
  • Edutopia Stories for Learning in the Digital Age
  • The George Lucas Educational Foundation
  • www.edutopia.org

62
Challenges related to Flexible Access and
Collaboration
  • Overcoming reluctance to change
  • Finding time for substantive collaborative
    planning
  • Helping teachers understand collaborative
    planning

63
Change Is Evolutionary and Takes Time.
64
Its all about CHANGE!
  • A PROCESS, not an event
  • Made by individuals first, then organizations
  • Highly PERSONAL experience
  • DEVELOPMENTAL growth in feelings and skills
  • CBAM The Concerns-Based Adoption Model A
    Synthesis of the Process of Change

65
Implementation of flex access takes time - three
to five years is realistic.
66
QuestionsGerry Solomon 919/807-3286gsolomon_at_d
pi.state.nc.us
  • In compliance with federal law, including the
    provisions of Title IX of the Education
    Amendments of 1972, N C Public Schools
    administers all state-operated educational
    programs, employment activities and admissions
    without discrimination because of race, religion,
    national or ethnic origin, color, age, military
    service, disability, or gender, except where
    exemption is appropriate and allowed by law.
  • Inquiries or complaints should be directed to
  • Dr. Elsie C. Leak, Associate Superintendent
  • Office of Curriculum and School Reform Services
  • 6307 Mail Service Center
  • Raleigh, NC 27699-6307
  • Telephone (919) 807-3761 fax (919) 807-3767
  • gender, except where exemption is appropriate and
    allowed by law.
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