Transcript Evidence-Based Practice

Classroom Teachers &
Teacher Librarians Work Together
Modified from a presentation
by Sue Kientz, Teacher Librarian Fairfield High School
and Kristin Steingreaber, Media Specialist, AEA 15
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.
What are the goals?
Improved student learning
Students produce work that meets
standards of high quality – Quadrant D
Support students as a participatory
culture
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/k
qweb/kqarchives/v33/33
5milbury.htm
Peter Milbury’s newest list:
Helps assure library program is curriculum
related
Fulfills the librarian’s role as teacher
Helps librarians better know the needs of
teachers
Helps teachers get to know librarians and
their libraries better
Provides better use of student/class time in
the library
Assures that materials needed for the
assignment are available
Co-Planning Checklist
http://nema.k12.ne.us/CheckIt/coplan.ht
ml
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.
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.
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.
To do those things
Teacher- librarians must have a clear
understanding of their skills and
strategies as well as those we are
working with.
Link to Special Education Collaboration
Coteaching Approaches
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.
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
Ensure ethical and legal use of media materials
Purchasing materials
School library space! Can explore and host
simulations and experiments.
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
Participatory Culture!
Create, Publish, Invent, Write, Perform
Podcasting, Wikis…..
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
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.
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?
Collaboration
Why is it so hard to do?
Obstacles??
Road Blocks?
Brick Walls?
Why?
Reluctant Teachers
Time
Lack of technology
Mandated programs
Reluctant Teachers
Fear of being
observed
Reluctant to seem
as if we need
anyone to help us.
Reluctant Teacher
Don’t 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
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
Current Event
EbscoHost Newspaper Source
Created a web page of links
Reluctant Teacher
Move from Cooperation to Collaboration
Time!!!!
Teachers don’t have enough
to plan with you
You don’t have enough to
meet with them
Be Creative
Use calendar
Coffee Pot
Delivery service
Lunch
Lack of Technology!
Evaluate
Think outside the
box
– Rearrange the LMC
– Use Department
computer labs when
not in use
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
Opportunity is knocking
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
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
NCLB
Process Based learning raises test
scores
Higher order thinking skills
– QAR – Author and Me questions to answer
Rigor and Relevance
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
How this effects your work!
Schedules - flexible
Collaborative planning records
Prepared bibliographies
Unit plans / lesson plans
Curriculum maps
Assessments
Post-unit reflections
Interviews, focus groups, surveys,
Assessment - student
– content knowledge
– Information skills
– motivation
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
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
Please take time to consider – how
does this look in your school?
Gathering Data
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
2. Samples
Collaboration
Planning Sheets
Assessment Tools: (circle all that apply)
Colla borative Lesson/Unit Plann ing Guide
Milton Middle School LMC
Checklists
T eacher _______________________
_ Subject _______________________
Grade ________
Rubrics
Conferencing
Journals
Portfolio
Evaluation: What changes need t o be made? (complete after teaching the unit)
Unit ___________________________________
_________ T odayÕs Date ________________
Information & T echnology Literacy Standards addressed:
Beginning Date __________________________
________ Due Date ____________________
Media and T echnology
A.1
A.2
A.3
A.4
A.5
A.6
Student Assignment: (briefly summarize)
Classroom T eacherÕs Role:
Library Media SpecialistÕs Role: (check all that apply)
Resource
Online Cat alog
Reference Books
Nonfict ion Books
Fict ion Books
Int ernetExplorer
P urchased Sit es
HyperStudio
Inspirat ion
Microsoft Access
Microsoft Word
P owerP oint
Student Writ ing Cent er
CD-ROMs
Ot her P rint Resources
Ot herElect ronic Resources
Other:
Int roduce
Review
Guides
Informat ion and Inquiry
B.1
B.2
B.3
B.4
B.5
B.6
B.7
B.8
Independent Learning
C.1
C.2
C.3
C.4
Learning Communit
y
D.1
D.2
D.3
D.4
Resources Used:
Equipment ______________________________
______________________________________
Web Sites ______________________________
______________________________________
Handouts _______________________________
______________________________________
Stacy Fisher. and Jane Johns. Milton Middle School
Recent Examples
Kansas – science/tech
Collaboration
Log sheets
Curriculum Support Diary
Milton Middle School LMC
Month Year
This report summarizes support to teachers in the areas of Information and T echnology Literacy. It includes computer applications
that may be integrated into the curriculum with or without the collaboration of the Library Media Specialist.
Key levels of instructional support:
0 Š T eacher instructing without support
1 Š Gathering materials in response t o teacher requests
2 Š Working with students on a small group or individual basis during teacher-planned activity
3 Š T eaching classes in support of a teacher-planned activity
4 Š Sharing equal responsibility with the teacher for planning and delivering instruction
5 Š T eacher and library media specialist collaborating on step 4
Date
Te ache r
Subject
Grade
Pe riods
Le ve l
Unit
C ompute r Applic
ations
Stacy Fisher and Jane Johns. Milton Middle School
Collaboration
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
5
4
3
2
Recency
5
4
3
2
1
Number of items
5
4
3
2
Reading level
5
4
3
Technology
5
4
3
Diversity of formats
The web resources
5
4
3
2
5
4
3
2
1
1
5
4
3
2
1
2
1
5
4
3
2
1
2
1
5
4
3
2
1
1
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.
Calendars: Documenting
Collaboration and Integration
Take time to look at planning sheets that
are in the packet!
Rubrics
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
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
Collaboration
Tracking Collaborative Units
Impact!
– Collaboration profile
•
•
•
•
–
–
–
–
Activities
Hours spent
Learning venues
Difficulty level of units
Input form 1
Skills Report
Input form 2
Collaboration Stats
Input form 3
Collaboration Goals
Input form 4
Activities
Content area profile
Resource profile
Research skills profile (3-9 skills)
Collaboration timeline
Coverage
Hours and Places
Timeline
Back
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
Timeline
Back
Administrative Support
Make sure they know what you are doing
– IMPACT software
– Monthly report
– Standards and Benchmarks tied to lessons
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 08389-0839-X
Buzzeo, Toni. Collaborating to Meet
Standards: Teacher/Librarian Partnerships
K-6 (7-12). Linworth, 2002. ISBN: 1586830236 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, 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
Thank You. Questions?
Sue Kientz – Fairfield High School
[email protected]
http://fhslibrary.fairfieldsfuture.org/
Kristin Steingreaber – Southern Prairie AEA 15
[email protected]
www.aea15.k12.ia.us/media/edcenter.php
www.iasl-ia.org (resources)