Scenario

How collaborators began their instructional partnership
 * Motivation of Collaborators**

Person who first approached the other partner: Michele approached Sandra to begin this collaboration.

Motivation for the partnership: Sandra is currently teaching a third grade class of seventeen students, nine of whom are below grade level. It was determined that the students need to work on finding the main idea in their readings, so we decided to design a lesson plan to address this issue.

Where the collaboration conversation first took place: Sandra and Michele discussed possible collaborative projects on the wiki and through email. Further discussion happened through the use of a mind mapping tool. Discussion also took place over the telephone.


 * Instructional Goals and Standards**

Grade Level: Third Grade (below grade level)

Content Area(s): Reading

Initial Goal(s): To teach students a strategy to comprehend a selection.

Initial Objective(s): Students will represent information using a graphic organizer. Students will determine the main idea of a selection. After learning how to find the main idea, students will learn how to find supporting details.

I expected to see TEKS and AASL standards/strand/indicators listed here.

> Brava for integrating the use of technology tools into your planning sessions. This frequency of contact may be too much for your actual practice, but your use of technology can make the asynchronous aspects work for both educators.
 * Schedule for Future Collaborative Planning Sessions**
 * Sandra and Michele begin collaborating via the wiki the week of November 16. During the week, Sandra and Michele communicate daily via the wiki and email.
 * Sandra and Michele set up a phone call for Saturday, November 21 to further discuss the project and proposed lesson plan.
 * After phone call on 11/21, Sandra and Michele discuss schedule for future collaborative planning sessions
 * 11/21 Michele will work on wiki in the afternoon and Sandra will work on wiki after 8:30 pm
 * 11/22 and 11/23 Sandra and Michele will continue working on wiki and firming up the lesson plan.
 * 11/24 Sandra and Michele will talk again to see what else needs to be completed for this lesson.
 * 11/25 Review scenario and rubric to turn in.
 * 11/29 Sandra and Michele talked via telephone to map out lesson plan, extensions, and who would complete what.
 * 11/30 and 12/1 Sandra will focus on lesson plan wording while Michele focuses on completing the lesson planning page.
 * Sandra and Michele will collaborate via wiki discussions and emails if any questions arise or clarifications are needed.
 * 12/2 Sandra and Michele will discuss via telephone what, if any, elements remain before turning in lesson A.4.2
 * 12/3-12/7 Sandra and Michele communicated via wiki discussions to work on the lesson plan template.
 * 12/8 Michele worked on the wiki
 * 12/9 Sandra and Michele worked independently on the wiki.
 * 12/9 Sandra and Michele spoke via telephone multiple times to work on the plan and the wiki.
 * 12/10 Sandra and Michele will speak in the afternoon to finalize any remaining issues before turning in the assignment.
 * 12/10 Sandra and Michele plan on turning in the assignment a day early hopefully!
 * This shows a close collaboration for A.4.1. (I was expecting to see a plan for the entire assignment - A.4.3.)

> **Planning form (blank form attached)** > Lesson planning form > > Strengths brought to the partnership by Person A (Sandra Romero): > I have been a teacher for 15 years. Currently, I am teaching 3rd grade. > I have had extensive training in the area of curriculum instruction and design. I have received training in > reading comprehension, writing, math, and science. In addition, I have been trained as a trainer of trainers > in using the Developmental Reading Assessment to assess students reading levels. Plus, I have been trained to use Kagan cooperative learning strategies. I have participated in sorting data t o find areas of strengths and weaknesses. I have also participated in district wide reading and writing committees. I am a certified Gifted and Talented teacher. I am also a member of the El Paso Reading Association, Texas State Reading Association, the International Reading Association and the Border Regional Library Association. I also participate in the Library Leadership Development Institute's Grow our Own Area Librarians (GOAL) Program. > These are your credentials. While they support your credibility as a collaborator, they don't necessarily represent your strengths in terms of collaborating on this particular lesson. > **Strengths brought to the partnership by Person B (Michele Shaw):** > I have been an elementary school librarian for 9 years. I am currently the sole librarian at an elementary school for almost 900 students in Pre-K through 5th grade. I have experience planning literature based units that have been successfully implemented at my schools. I have organized and run an Accelerated Reader program, Mother-Daughter Book Clubs, and multiple other clubs for students. I have conducted training for students, staff, and district librarians for a myriad of topics, including Research skills, Library Searching, and Web 2.0 tools. I have experience collaborating with teachers and administrators with many literature based programs, including the New York Reading and Writing Project. I am organized and thorough and conduct two highly successful book fairs per year. I am a published reviewer for School Library Journal. > Again, these read more like credentials than strengths. What knowledge or skills do you bring to this main ideas strategy lesson? > > How the administrator has been informed of the collaborative planning in process: The administrator has been informed through an email that has outlined the process and included an attachment of the lesson plan. Subsequent emails will be sent as the lesson progresses and debriefing about the process has been done. Whether or not your administrator actually attends a planning meeting, it is wise to invite him/her and keep him/her abreast of your collaborative activities. This can be followed by an invitation to observe the lesson being taught – either informally or as a formal evaluation. If district policies allow, school librarians should always be evaluated while coteaching. One of the most important roles a principal plays is instructional leader. Many principals understand that fostering job-embedded professional development opportunities for teachers can make the greatest impact on their instructional reform efforts. Bravo to principals who encourage instructional partnerships!