Http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA. ALA Annual Convention Chicago, Illinois June 2013 Common Scores Instructional Partnerships that Deliver.

http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA

ALA Annual ConventionChicago, Illinois

June 2013

Common Scores

Instructional Partnershipsthat Deliver SUCCESS!

Judi Paradis, Elementary Librarian

and Marianne Duffy, 1st-grade Teacher

Plympton Elementary School, Waltham, Massachusetts

Presenters

Sabrina Carnesi, Middle School Librarian

Crittenden Middle SchoolNewport News, Virginia

and Naadira Mubarak,

TeacherSyms Middle School, Hampton, Virginia

Presenters

Stacy CameronPioneer Heritage Middle School

Frisco Independent School District (ISD),Frisco, Texas

Representing Prosper High SchoolProsper, Texas

Presenter

Judi Moreillon, Assistant Professor Texas Woman’s University,

Denton, Texas

Presenter

http://commonscores.wikispaces.com

Introductions

1. Instructional-level Groups

2. Meet your neighbors.

3. Who are you?

Disclaimer

All of photographs used in this presentation were provided by classroom teachers and school librarians who cotaught lessons from Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (Moreillon 2013). All images are used with permission.

Objectives: At the end of this workshop, you will be able to:

Identify the benefits of classroom-library collaboration for instruction for all stakeholders.

Cite research that confirms positive correlations between the collaborative work of school librarians and student achievement, particularly in reading and language arts.

Objectives: At the end of this workshop, you will be able to:

Identify connections between the common core of the library program and CCSS or other state-level standards.

Specify skills, dispositions, and responsibilities of instructional partners.

Apply a rating scale to self-assess development as L4L school librarians and identify specific areas for improvement based on AASL’s five roles for school librarians.

Objectives: At the end of this workshop, you will be able to:

Deconstruct/assess (with a checklist) a lesson or unit plan published as a Knowledge Quest 40.4 “Coteaching” article.

Hear first-hand experiences of successful instructional partnerships.

Gain strategies for coteaching and advocating with site- or district-level administrators for instructional partner role.

What are the benefits to • Students• Educators• Administrators?

Classroom-Library Collaboration for Instruction

Pollev.com or Text to 37607

Who is your

primary service population?

Students 350529

or

Teachers 350530http://www.polleverywhere.com/multiple_choice_polls/5iThm4hN9ergxwI

Poll Everywhere: 22333Who is your primary service population?

Students 350529 or Teachers 350530?

“When school librarians are asked, ‘who do they serve?’ most would answer “students,” yet the primary clientele is terms of power, impact, and effect would be teachers” (Haycock 2010, 3).

Think…about preparing for an individual, potluck, or

planned and shared party meal.

All images copyright-free from MorgueFile.com

What different considerations do you have if you are:

– eating a meal at home alone?

– bringing a dish to an unplanned potluck?

– bringing veggies because someone decided all the people whose last names begins with A-D will bring veggies?

Classroom-Library Collaboration is like planning, cooking, eating together at a special party – and cleaning up together! It involves…

collaborating with others to determine a theme (goals and objectives),

date, time, and location (scheduling),

sequence of events (lesson or unit plan),

means to document the party (learning artifacts or exam),

and feedback from party-goers (assessment) for the food, decorations, music, activities, and more?

Cooperation

These are some key ideas and phrases that describe cooperation:

Dividing up the work Being flexible Getting along Communicating Listening to others Cooperation is an

important part of effective school librarianship.

Collaboration

These are some key ideas and phrases that describe collaboration:

Standards-based curricular focus Joint planning and designing of learning

experiences Common goals and shared objectives

Collaboration is an essential aspect of effective school librarianship.

Coteaching

These are some key ideas and phrases that describe coteaching:

Shared and negotiated responsibilities during planning and lesson implementation

Co-modeling and co-monitoring Co-evaluating (students’ learning processes

and products, the collaborative process and the lessons or units themselves)

Coteaching is an critical to the future of school librarianship.

Coteaching Strategies Center Teaching

Coteaching Strategies Parallel Teaching

Coteaching Strategies Alternative Teaching

Coteaching Strategies Team Teaching

Coteaching Strategies Team Teaching

Coteaching Strategies Team Teaching

Coteaching Strategies Team Teaching

Research-based Evidence

• Research in sixteen states and one Canadian province shows that well-funded, professionally-staffed school library programs based on classroom-library collaboration correlate positively with student achievement, particularly in reading (Library Research Service 2013).

• Summary from Kachel, et. al. 2011 http://libweb.mansfield.edu//upload/kachel/ClassChart.pdf

Evidence FOR Practice

Creating 21st-Century Learners: A Report on Pennsylvania’s Public School Libraries•

• “The librarian collaborates closely with classroom teachers in every subject area to teach students everything from making sense of the information they gather to collaborating with other students to create new knowledge” (PA School Library Project 2012).

Evidence FOR Practice

Creating 21st-Century Learners: A Report on Pennsylvania’s Public School Libraries

• The overall findings fit with research we’ve seen in other states—

• access to a full-time, certified school librarian significantly impacts

• students achievement in reading (PA School Library Project 2012).

More Evidence …

School librarians have the greatest impact on student achievement when they practice

coplanning, coteaching, teaching ICT (information and communication technology), and providing inservice workshops.

These are among the library predictors of students’ academic achievement on standardized tests, particularly in reading and language arts (Achterman 2008, 62-65).

Still More Evidence…

In a collaborative school culture, teachers report that the school library conducts

substantial, cost-effective, hands-on professional development through the cooperative design of

learning experiences;school librarians have instructional

expertise; and…

Still More Evidence…

the school library offers a learning environment that is based on a “complex model of teaching and learning of teaching and learning that is exploratory and highly motivational” (Todd, Gordon, and Lu 2012, xxii-xxiii).

Still More Evidence

Administrators correlate a successful educational program with

an active, collaborative, and resourceful library program (Lance et. al. 2010,

15-16). Principals who support collaborative efforts

amongst classroom teachers and school librarians acknowledge the results of these efforts are demonstrated in academic achievement and increased scores on standardized tests.

Still more evidence

In a collaborative school culture, principals:

“endorse a whole school, 21 century learning environment where educators model collaboration for students as they collaborate;

encourage a culture of innovation, risk taking, and high expectations and

acknowledge the actions school librarians take to shape a school culture of deep learning” (Todd, Gordon, and Lu 2012, xxii).

Evidence IN Practice

School librarians’ effectiveness as educators may

hinge on being considered a peer by classroom teacher colleagues and equals with classroom teachers by administrators.

As Zmuda and Harada attest, “Effective partnerships help teachers to meet their existing priorities, which include the implementation of a standards-based curriculum” (2008, 38).

Standards, Processes, and Applications

– Sit in groups of three or four.– Shuffle and deal the puzzle parts.– Take turns reading each puzzle part.– Determine a keyword or keywords.– Discuss as a group in which column this piece fits.

– Place the piece on the board under CCSS, AASL Standards, Inquiry, Reading, or Applications.

41

A Word about Inquiry and Reading

Inquiry Reading Strategies

Motivation/Negotiation Activating or Building Background Knowledge

Plan/Formulation Questioning

Investigation Determining Main Ideas

Construction Making Predictions and Drawing Inferences

Presentation Synthesizing

Evaluation/Reflection Defining/Refining the Purpose for Reading

42

Standards, Processes, and Applications

– Sit in groups of three or four.– Shuffle and deal the puzzle parts.– Take turns reading each puzzle part.– Determine a keyword or keywords.– Discuss as a group in which column this piece fits.

– Place the piece on the board under CCSS, AASL Standards, Inquiry, Reading, or Applications.

43

Define, Discuss, and Self-Assess:

SkillsDispositionsResponsibilities

of effective instructional partners.

Researched-based Instructional Strategies

Category Percentile Gain

Identifying similarities and differences 45

Summarizing and note taking 34

Nonlinguistic representations 27

Cooperative learning 27

Setting objectives and providing feedback

23

Questions, cues, and advance organizers 22

Marzano, Pickering, and Pollack 2001

Available from AASL

Successful Teams: Share their stories.

Copyright-free image from Morguefile.com

Job-embedded Professional Development

Professional Learning Communities

“The single most effective way in which principals can function as staff development leaders is providing a school context that fosters job-embedded professional development” (DuFour 2001, 14–15).

Two Heads Are Better than OneI am a teacher.

I am a teacher, too.

I teach in the classroom.

I teach in the library.

And we teach even betterside by sidewe two.

Sometimes I approach youwith a new resource or tool.Sometimes I approach

youwith a learning problemto solve. We take turns leading

and following

and always workingtogetheras equal partners.

We plan for instruction

with student outcomesin mind.

We brainstorm.

We negotiate.

We bounce ideas off each other.

I bring my knowledge ofindividual students.

I bring my knowledge of resources.

And we both bring our knowledge

of curriculum standards

and instructional strategies

and our love of learning!

We determine the essential questions.

We select the best resources.

We build scaffoldsand bridgesto help learners succeed.

We model the tasks.

We model the process.

We assess our examples

with checklists and rubrics

that we designed together.

Then we turn the students loose…

to develop questions,

to make choices,

to locate, analyze, andevaluate informationand ideas,

to develop strategies,

to organize their thinking,

to create new understandings.

With the guidance of two educators,

with four helpful hands,

we monitor,

we adjust.

We give twice the feedback.

We are a team.

Two reflective practitioners,

two avid learners,

two joyful explorers

who know…

that two heads,

yes, two heads,

are better than one!

A ripple? Or a wave? It’s up to US!

References

Achterman, Doug. 2008. Haves, Halves, and Have-nots: School Libraries and Student Achievement in California. Diss. University of North Texas. Denton, Texas: UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/m1/1/.

Click. “Kk_metro_library.11.” JPG. Morguefile. http://www.morguefile.com/archive/display/186843.

Coteaching Photographs. All Used with Permission. ©2013 Judi Moreillon

DuFour, Rick. 2001. “In the Right Context: The Effective Leader Concentrates on a Foundation of Programs, Procedures, Beliefs, Expectations, and Habits.” Journal of Staff Development 22 (1): 14-17.

Haycock, Ken. 2010. “Leadership from the Middle: Building Influence for Change.” In

The Many Faces of School Library Leadership, ed. S. Coatney, 1-12. Santa

Barbara, CA: Libraries Unlimited.

Kachel, Debra E. et al. 2011. School Library Research Summarized: A Graduate Class Project. Mansfield, PA: School of Library & Information Technologies Department, Mansfield University. http://libweb.mansfield.edu/upload/kachel/ImpactStudy.pdf.

References

Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. 2010. “The Impact of School Libraries on Academic Achievement: A Research Study Based on Responses from Administrators in Idaho.” School Library Monthly 26(9): 14-17.

Library Research Service. 2013. School Library Impact Studies. http://lrs.org.

Marzano, Robert. J., Debra J. Pickering, and Jane E. Pollock. 2001. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association of Supervision and Curriculum Development.

Moreillon, Judi. 2013. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions.

Moreillon, Judi and Susan Ballard. (eds). 2013. Best of KQ: Instructional Partnerships: A Pathway to Leadership. Chicago: American Association of School Librarians.

Todd, Ross J., Carol A. Gordon, and Ya-Ling Lu. 2012. “Clone the School Librarian”: Evidence of the Role of the School Librarian in Professional Development.” Growing Schools: Librarians as Professional Developers. Santa Barbara, CA: Libraries Unlimited. xxii-xxiii.

Word Clouds. 2013. Wordle.net. http://wordle.net.

Wiki Support for this Presentation

http://commonscores.wikispaces.com