Collaboration+Skills

=Enhancing Librarian Leadership Through Collaboration= =Public Service Announcement= = =

//**Guidelines for School Library Programs**//**: Instructional Partner** "The SLMS collaborates with classroom teachers to develop assignments that are matched to academic standards and include critical thinking skills, technology and information literacy skills, and core social skills and cultural competencies. The SLMS guides instructional design by working with the classroom teacher to establish learning objectives and goals, and by implementing assessment strategies before, during and after assigned units of study" (ALA).

=Notes from the Readings=

Including Summaries and Best Practices of Assigned Readings and 2 Additional Sources
= Group: Nancy and Jen H. =

//** Big Overall Question: **//
 * How do we use collaboration skills to impact curriculum, and resource allocation? **


 * Guiding Research Questions: **
 * What are some ways that we can collaborate more effectively with teachers and others in our schools? **
 * How do we get a voice for change in curriculum and policies? **
 * How can we make sure that funds for maintaining library resources are **


 * SUMMARIES (Color Coded to match questions addressed in each reading) **

//** Many Faces **//** : chapter 6 ** Defined and discussed curriculum with emphasis on role of librarian as curriculum consultant, supporter, aligner and developer. Different types of curriculum: intended = goals at district level provide guideline implemented = what happens in the classroom assessed = what is on state and standardized tests (p. 87) Librarian needs to access or create a horizontal curriculum map of what is happening in all classrooms as a list of units taught and when. Then there is the big picture of the vertical curriculum map which puts it all together school-wide including subject matter of units, skills addressed and district/state standard (p88). This provides the librarian with the information needed to determine where the 21st Century Learner skills can be infused. The librarian is also responsible for "the collection development plan [which] assures that each part of the collection is evaluated in an organized manner to determine its relevance to the curriculum, its authority, and how up-to-date the items are" (p90).

This chapter also acknowledged the importance for leadership skills such as: · maintaining self confidence · creating a vision · being a risk taker · remaining flexible · encouraging others · inspiring a sense of trust · developing communication skills through friendly interpersonal relationships · displaying personal passion · exhibiting patience (p95).

//** 21st Century Learning **//** : chapter 8 ** This chapter summarized the research on collaboration between teachers and librarians. The connection of all we do should tie back to school improvement-- helping to assure the viability of the program. The emphasis on collection development that supports the curriculum is crucial "Collaboration is not the silver bullet that will make every library media program a critical component of the school; however collaboration does build allies. These allies can be very useful if the program is threatened with budget or staffing cuts." (p. 208, Harvey, Carl in Fontichiaro, 2009). Co-teaching, parallel teaching and center teaching are more effective and therefore more cost effective in improving student success (Moreillon in Fontichiaro, 2009). "Classroom teachers need to use library media resources to make sure their students achieve success in their subject area." Franklin and Stephens in Fontichiaro, 2009). "Coteaching with classroom teachers is one way for library media specialists to position the library program at the center of the schools academic program where it can contribute significantly to student achievement." Moreillon in Fontichiaro, 2009). "Despite the number of publications and research studies that outline the benefits of collaborative teaching, there is far less team teaching going on in American school libraries than is desirable." (Todd, in Fontichiaro, 2008). The most effective student learning happens when teachers and teacher-librarians collaborate. The burden of collaboration falls on the LMS because teachers did not witness collaboration when they were in school nor did they learn how when they became teachers. Like leadership, it takes time, patience, trust and initiative (__No School Library Left Behind__, Carl Harvey, 2008.) There should be reward for teachers who work collaboratively to design meaningful learning experiences! "Collaboration isn't what we do, it's how we do it". Collaboration can look different in different situations (e.g., two groups with two instructors (parallel teaching); one lead and one supporting teacher; learning centers (or center teaching in the LMC); alternate teaching (pre-teaching or re-teaching for students needing accommodations); team teaching...) (p. 204, Fontichiaro, 2008). Personality traits and working styles of the teachers involved must be identified and strategies for addressing the differences with improved communication techniques developed (p. 204, Fontichiaro, 2008). Librarians with ** fixed schedules ** can collaborate by correlating topics and skills so students have multiple opportunities to practice new learning in each setting. Flexible schedules allow for co-planning, co-teaching, con co-assessing Exemplary practices for teaching information literacy strategies are more meaningful when they are embedded and relevant to student needs; described and modeled, teach students when, why, and where they can use strategies, repeatedly practiced; reinforced through feedback (Vanneman in Fontichiaro, 2008). "...collaboration between teachers and library media specialists is more likely to exist when the LMS is a school leader." (Marcoux in Fontichiaro, 2008). "Teachers practicing communication skills with other teachers tend to be more likely to collaborate..." (Marcoux in Fontichiaro, 2008).

//** School Reform & the LMS **//** : chapter 11 ** This chapter focused on the " reflective practice can be fostered by a program of professional development that emphasizes learning in communities of practice" (p179) There is an explanation of the impact reflective practice has as a positive way to facilitate and experience positive change. The setting for this practice described was a Community of Practice (CoP), "what holds them together is a common vision, a sense of purpose and a real need to know that each other know" (p181). This is a great way to describing a certain structure that fosters collaboration.

In order to participate in a CoP [and more generally...collaboration] one must do these three: engage = get and stay involved imagine = try new and different ways of thinking align = develop and maintain consistent vision, goal and action (p182).

The chapter shared the positive outcome of the Inquiry Partnership course between librarians and teachers where " partnering focused on key component of the course also resulted in higher levels of achievement for both practitioners and their students (p186).

Study on a yearlong professional development experience focused on collaboration between teachers and librarians. Over the course of this practice-based experience the participants observed changes in “ the design of inquiry-focused learning, the roles of the teacher and librarian in collaborative development of instruction, and the impact on student performance” (p 2/98). This study provides all the nuts and bolts (procedure, questionnaires, examples at each grade level, rationale) to anyone looking to form a similar experience. Curriculums in the participating schools were effected by the inquiry based lessons with essential questions and evidence based assessment. “ From the start, librarians had taken the initiative to form the teams, maintain momentum, and contribute to a change in views about the role of the librarian as a curriculum partner. After the PD course, six of the librarians assumed major curricular roles in their respective schools.” (p20/ 116). This study demonstrated an effective and sustainable approach to professional development, librarian leadership, and curriculum development.
 * // Librarian – Teacher Partnerships for Inquiry Learning //**


 * Additional Sources **

Here is the link to this updated (2008) source School Libraries Work. “From our perspective, U.S. National Commission on Libraries and Information Science addressed the clear link between school library media programs and student achievement .” "collaborative teaching can, at a minimum, shrink the student-to-teacher ratio and, at its finest, result in far-improved instructional design that yields higher student achievement" (p.203, Fontichiaro, 2009; and Moreillon in Fontichiaro, 2009). Across the United States, research has shown that students in schools with good school libraries learn more, get better grades, and score higher on standardized test scores than their peers in schools without libraries. NCLIS "...mounting evidence affirms that school libraries staffed by certified library media specialists do make a measurable difference on school achievement. Whether that achievement is measured by standardized reading achievement scores or by global assessments of learning, school libraries and library media specialists are a powerful force in the lives of America’s children." NCLIS
 * // School Libraries Work //**

“The work of library/media specialists is integral to the instructional program of a school.” (p113) This framework presents a rubric of performance in four domains. The domains relevant to curriculum development and resource allocation are: domain 1: planning and preparation; domain 3: delivery of service; and domain 4: professional responsibilities. The relevance lies within the emphasis on the task to “ coordinate their work with classroom teachers and serve as a resource to those teachers ...to assemble valuable supplemental materials to enrich the students’ learning .” In addition, this framework addresses the funds that need to secured, the preplanning that takes place in deep collaboration and the need for strong, honest and professional relationships. Since this is the framework that governs evaluation of librarians, it is only fitting that they be given the time, resources, and support needed to achieve proficient and distinguished performance.
 * // Enhancing Professional Practice //**** by Charlotte Danielson **


 * BEST PRACTICES **

//** Many Faces **//** : chapter 6 ** Access/create curriculum map Create collection map Encourage inquiry based approach to curriculum Join district curriculum revision committees Provide leadership at the state and national levels Develop leadership skills

//** School Reform & the LMS **//** : chapter 11 ** Reflective practice Participate in CoP to foster collaboration

//** 21st Century Learning **//** : chapter 8 ** Cooperation --> Coordination --> Collaboration //(//Dickinson in Fontichiaro, 2008). Know what is happening in your building! (curriculum mapping, curriculum committees, curriculum-based collection development) Have a process for planning collaborative instruction ~ see sample form created by Jen Hill below Know strategies for enhancing instructional objectives Make time for reflection Peer observation, coaching, and critique of teaching (Pathwise) Reach out to teachers! Be totally dedicated to every step in the instructional sequence Relationships are more immediate than understanding the Research on teaching information literacy skills. Direct interaction is more effective than blanket memos Frequent and continuous conversation about teaching and its practice Think beyond the classroom Model technology use for teachers Teachers using technology need strong support networks teachers room, before and after school, social gatherings... represent the LMC start the conversation articulate the possibilities open the door and let people in to the LMC begin to break down hurdles and obstacles be positive about the potential
 * Plans **
 * Document and Gather Data **
 * Meetings **
 * Beyond Classroom Teachers **
 * Technology **
 * Informal Conversations **
 * LMS must **

//** Librarian - Teacher Partnerships for Inquiry Learning **// Adopting the professional development commitment to a practice-based experience with librarians and teachers participating under the guidance of informed facilitators demonstrating the inquiry process which the partners where then charged with creating. Once again – Reflective Practice! “A practice-based approach that embraces reflective practice offers a potentially effective means to achieve professional growth.” (p3/99). Building Inquiry Partnerships Hawaii 2009 same as other text – book.


 * Additional Sources **

SCHOOL LIBRARY PROGRAMS INFLUENCE LEARNING OUTCOMES AND STUDENT ACHIEVEMENT WHEN: Library media specialists collaborate with classroom teachers to teach and integrate literature and information skills into the curriculum. Library media specialists partner with classroom teachers on projects that help students use a variety of resources, conduct research, and present their findings. Library media specialists are supported fiscally and programmatically by the educational community to achieve the mission of the school.
 * // School Libraries Work //**

Adopting and utilizing this framework into a school district has many benefits. One is the structure it provides to a mentor program for new professionals as a way to support, train, and keep new staff. As an guide to practice it helps remind librarians of the importance of reflection and assessment of performance in various capacities. When sitting with the administrator at evaluation time the conversation is about the evidence that has been demonstrated and collected about the professionals performance in the four domains. This brings validity to the process and all that goes into making a proficient and distinguished professional.
 * // Enhancing Professional Practice: A Framework for Teaching //**.


 * Extra Bonus Material **

=Collaboration Form= Here is an example of a Collaboration Form that can be used to guide and support conversations with teachers.

=AASL Best Websites for Teaching and Learning ~ 2010= Seeking diverse perspectives, interpretations or new understandings of topicsand issues impacting our world? Join debategraph, a browser based, wiki-style site, where students can synthesize, evaluate, expand, collaborate, contribute and substantiate their own thoughts and ideas to both sides of the issues. Debategraph utilizes visual depiction to deepen and enrich student understanding for a continuous and robust debate. **Exploratree** Create "thinking guides" using Exploratree's endless options. You can fill in the guides online or print them out for student use--both options offer the option to save your work for future use. Thinking guides are divided into five broad categories for use by educators and students: map your ideas, solve problems, explore, analyse (they're British!), and different perspectives. Are you looking for a way to connect your students with great explorers and great events in Science? You do not have to look any further than The Jason Project! Their free online curriculum is designed primarily for the middle grades but can be adapted to fit any grade level. **National Science Digital Library** The National Science Digital Library includes a variety of educational resources to further STEM (science, technology, engineering and mathematics) education. Browse the science literacy maps, short science refreshers, free multimedia downloads, or subject area collections to find just what you need to enhance student learning! =// Content Resources: Lesson Plans and More //= **Edsitement** Check out this site for great educational material -suggested Websites and lesson plans - in literature/language arts, art/culture, social studies/history and foreign language. **The National Archives' Digital Classroom** The National Archives’ Digital Classroom offers a multitude of resources for the use of primary sources in the classroom. With access to copies of primary documents from the holdings of the National Archives of the United States, teachers can develop their own activities and lesson plans that make historical periods come alive for their students or choose from dozens of resources that have already been developed and are featured here.
 * Content Collaboration **
 * 1.3.4** - Contribute to the exchange of ideas within a learning community.
 * 3.1.2** - Participate and collaborate as members of a social and intellectual network of learners.
 * debategraph**
 * Curriculum Sharing **
 * The Jason Project**

The Department of Libraries posts the information that it receives regarding grants available to libraries in our listing of [|Current Grant Opportunities] The Vermont State Library is part of a network of over 400 Foundation Center Cooperating Collections located in libraries in the United States and abroad. The cooperating collections serve individuals and nonprofit organizations. There is a second Vermont cooperating collection at the Ilsley Library in Middlebury. If you live in a border community, you may find the cooperating collections in NH, MA or NY more convenient than either Vermont location. [|More information about the Grants Collection....]
 * $$$ Vermont Department of Libraries ~ Grant and Funding Sources $$$ **

=Vermont State Board of Education ~ Transformation of Education in Vermont = Contact rae.knopf@state.vt.us to join a group/Task Force team assigned to look at existed SQS and moving toward Opportunity to Learn this fall...Now is the time to ** influence state-wide policy! **


 * Works Cited / Bibliography ** (see email attachment to Judy for proper hanging indent format)

" AASL Best Web sites for Teaching and Learning Award." //American Library Association//. American Library Association, 2010. Web. 9 Oct. 2010. . Coatney, Sharon, ed. //The Many Faces of School Library Leadership//. Denver, Colorado: Libraries Unlimited, 2010. Print. Danielson, Charlotte. //Enhancing Professional Practice: A Framework for Teaching//. 2 ed. Alexandria, VA: Association for Supervision & Curriculum Development, 2007. Print. Fontichiaro, Kristin, ed. //21st-Century Learning in School Libraries//. Denver, Colorado: ABC CLIO, 2009. Print.

"Grant and Funding Sources." //Vermont Department of Libraries//. State of Vermont, 2010. Web. 9 Oct. 2010. . Harada, Violet H., and Sandra Hughes-Hassell. //School Reform and the School Library// //Media Specialist (Principles and Practice Series)//. Westport, Connecticut: Libraries Unlimited, 2007. Print. //Information Power: Building Partnerships for Learning//. 1st ed. Washington, D.C.: American Library Association, 1998. Print. "School Libraries Work!." //Scholastic Research & Results//. Version 3rd edition. U.S. National Commission on Libraries and Information Science (NCLIS), n.d. Web. 5 Oct. 2010. .

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