Content+Summary

Content Summary

INTRODUCTION According to Webster's Dictionary, collaboration is defined as working jointly with others. Traditionally, in schools, collaboration has predominantly taken place among teachers in a common grade level or common subject area. The teachers usually meet to discuss the curriculum that needs to be covered for a particular time period as well as discussing how the curriculum will be presented to the class in order to write lessons plans. This example of collaboration is the type defined by Webster’s Dictionary; these teachers are simply working on lesson plans jointly with each other. However, collaboration from the teacher librarian definition is more than that. Collaboration is the coming together of minds, sharing ideas, sharing responsibilities, and sharing outcomes to achieve a common goal. Today’s school library media center is geared to be open for students at the point of need, while today’s school library media specialist is geared to be used as a resource rather than just a guardian. The struggle that most library media specialist encounter is how to show teachers and faculty that by collaborating with the library media specialist in the terms of the library media specialist how much more beneficial the learning will be for the students, lesson will be for the teacher, and climate will be for the administrators. STUDENTS The school library media specialist is that person that can help bring student learning to another level. Students, who get a chance to witness collaboration between the library media specialist and the classroom teacher, are getting the opportunities to learn new things in different ways. “Students get to see that the library is their classroom” (Peg, 2009) This approach to students learning is far better than a student feeling or thinking that the library is only a place to check out books or only a place to research something. By students utilizing the library as their need arises we are creating a more authentic approach to student learning. Mary Ann a 7th grade Language Arts teacher states “students buy into learning and they are getting to use technology.” (Mary Ann, 2009) Technology is ever changing and doing so at a pace that is hard to keep up, therefore by introducing or reinforcing the use of technology during a lesson helps keep students engaged. This also gives the students the opportunity to heighten skills they may have gotten on their own or give students the opportunity to add skills they may never gotten at home. ADMINISTRATION “The teacher librarian and the principal are typically the only ones with this “big picture” view,” and thus, the teacher librarian can propose collaborative ways to address overall problems by collaborative methods.” (McGregor, 211) The principal is ultimately responsible for what happens in the school building. When the principal is working with the teacher librarian they are able to get instant feedback on what is going on in the school down to what is going on with each grade level. While each grade level may have to touch on life cycles in science, it is the communication and collaborative measures taken between the library media specialist and the principal that ensures that each grade level is not doing the same life cycle. The library media specialist gets to be the eyes and ears of the school and work in partnership with the principal to ensure that standards are being met. Paula an elementary school principal reiterates McGregor’s thoughts by saying “but there is no one else besides the principal in a building who has that global perspective of the building other than the teacher librarian.” (Paula 2009) Collaboration is a cornerstone to student success. Teachers mention time and again that the response they receive after a collaborative lesson is always positive. Students internalize information, make connections, receive additional assistance, and begin to notice things they hadn’t seen before. Sitting with 3rd graders and brainstorming about how to do something becomes more than just another lesson, it turns into an experience. “Students buy into learning” (Mary Ann, 7th Grade Language Arts Teacher). It awakens the love of learning and ignites a passion for the seeking of knowledge. When students come with their teachers to the library to do a lesson, you can see the look of dread on their faces. They know immediately that they will need to work. But, when collaboration takes place between the teacher and the teacher librarian students light up. They enjoy coming to the library and begin to take ownership, not only of their own learning, but also of their library. “The kids feel that the library is their classroom” (Peggy, Kindergarten Teacher). It makes students feel secure that they can receive assistance when they need it. When you have two teachers walking around, the students’ questions are being answered quickly. “Students receive individualized attention” (Peggy, Kindergarten Teacher). This allows for greater success and enjoyment because they benefit from having two teachers instead of just one. Teachers and the teacher librarian also benefit from the collaboration. “As an instructional partner the SLMS assists classroom teachers in developing inquiry-driven curricular units that effectively teach content and research skills to students of all learning styles” (AASL 20). This collaboration between the two allows for each to input ideas from different perspectives, the teacher from the classroom and the teacher librarian from the library. “There is more planning, more ideas, you feed off each other” (Peggy, Kindergarten Teacher). There is a type of volleying back and forth of information, two minds working as one. When the collaboration is equal it is the coming together of several minds. It’s words, feelings, and thoughts being tossed around until a final product emerges. No one person claims the end product, because it belongs to all involved. When it comes to collaborating with any teacher, sometimes a method must be formulated. First, the decision to where the collaboration takes place needs to be decided. Then, teacher and teacher librarian sit down and work out the separation of duties and support. It is “sharing the load” (McGregor 206). Duties and accountability becomes shared. When a teacher and teacher librarian become a team, it transfers onto the students. The excitement of a well-thought out lesson brings about excitement for learning. “It takes the state curriculum deeper” (Judy P., 3rd Grade Teacher). “Collaboration will continue to be a prominent theme for advancing student learning and achievement” (Schultz-Jones 22). If this is true, then why do some teachers find it so difficult to collaborate. They think that handing someone a worksheet and saying this what they are doing in case you want to join us is collaboration. Do these people have such large egos that they think they know everything? Do they take it personal when their ideas are not chosen? The challenge will remain. Some will think that it is too much trouble. Others will make excuses of not having enough time. The teacher librarian may come across stumbling blocks, but must remain ever vigilant. By collaborating with one or two teachers, eventually other teachers will follow. One question will always remain, if collaboration leads us to where we want our students to be, then why isn’t everybody doing it? Final Summary Sandra Romero and Brandi Rosales LS 5443 Mini-Case Study According to Webster's Dictionary, collaboration is defined as working jointly with others. Traditionally, in schools, collaboration has predominantly taken place among teachers in a common grade level or common subject area. The teachers usually meet to discuss the curriculum that needs to be covered for a particular time period as well as discussing how the curriculum will be presented to the class in order to write lessons plans. This example of collaboration is the type defined by Webster’s Dictionary; these teachers are simply working on lesson plans jointly with each other. However, collaboration from the teacher librarian definition is more than that. Collaboration is the coming together of minds, sharing ideas, sharing responsibilities, and sharing outcomes to achieve a common goal. Today’s school library media center is geared to be open for students at the point of need, while today’s school library media specialist is geared to be used as a resource rather than just a guardian. The struggle that most library media specialist encounter is how to show teachers and faculty that by collaborating with the library media specialist in the terms of the library media specialist how much more beneficial the learning will be for the students, lesson will be for the teacher, and climate will be for the administrators. Collaboration is the cornerstone to student success. The school library media specialist is the person that can help bring student learning to that level. Students, who get a chance to witness collaboration between the library media specialist and the classroom teacher, are getting the opportunities to learn new things in different ways. They internalize information, make connections, receive additional assistance, and begin to notice things they hadn’t seen before. Sitting with 3rd graders and brainstorming about how to do something becomes more than just another lesson, it turns into an experience. It awakens the love of learning and ignites a passion for the seeking of knowledge. When students come with their teachers to the library to do a lesson, you can see the look of dread on their faces. They know immediately that they will need to work. But, when collaboration takes place between the teacher and the school library media specialist students light up. They enjoy coming to the library and begin to take ownership, not only of their own learning, but also of their library. “Students get to see that the library is their classroom” (Peg, 2009) This approach to students learning is far better than a student feeling or thinking that the library is only a place to check out books or to research something. By students utilizing the library as their need arises we are creating a more authentic approach to student learning. Mary Ann, a 7th grade Language Arts teacher, states, “students buy into learning and they are getting to use technology.” Technology is ever changing and doing so at a pace that is hard to keep up, therefore by introducing or reinforcing the use of technology during a lesson helps keep students engaged. This also gives the students the opportunity to heighten skills they may have gotten on their own or give students the opportunity to add skills they not have otherwise received. Collaboration makes students feel secure that they can receive assistance when they need it. When you have two teachers walking around, the students’ questions are answered quickly. “Students receive individualized attention” (Peg, 2009). This allows for greater success and enjoyment because they benefit from having two teachers instead of just one. Teachers and the school library media specialist (SLMS) also benefit from the collaboration. “As an instructional partner the SLMS assists classroom teachers in developing inquiry-driven curricular units that effectively teach content and research skills to students of all learning styles” (AASL 20). This collaboration between the two allows for each to input ideas from different perspectives, the teacher from the classroom and the teacher librarian from the library. “There is more planning, more ideas, you feed off each other” (Peggy, 2009). There is a type of volleying back and forth of information, two minds working as one. When the collaboration is equal it is the coming together of several minds. It’s words, feelings, and thoughts being tossed around until a final product emerges. No one person claims the end product, because it belongs to all involved. When it comes to collaborating with any teacher, sometimes a method must be formulated. First, the decision to where the collaboration takes place needs to be decided. Then, teacher and teacher librarian sit down and work out the separation of duties and support. It is “sharing the load” (McGregor 206). Duties and accountability becomes shared. When a teacher and teacher librarian become a team, it transfers onto the students. The excitement of a well-thought out lesson brings about excitement for learning. “It takes the state curriculum deeper” (Judy P., 2009). “The teacher librarian and the principal are typically the only ones with this “big picture” view,” and thus, the teacher librarian can propose collaborative ways to address overall problems by collaborative methods.” (McGregor, 211) The principal is ultimately responsible for what happens in the school building. When the principal is working with the teacher librarian, or school library media specialist, they are able to get instant feedback on what is going on in the school down to what is going on with each grade level. This global view of the school gives the SLMS a perspective that can only be shared with administration. While each grade level may have to touch on life cycles in science, it is the communication and collaborative measures taken between the library media specialist and the principal that ensures that each grade level is not doing the same life cycle. The library media specialist gets to be the eyes and ears of the school and work in partnership with the principal to ensure that standards are being met. Paula an elementary school principal reiterates McGregor’s thoughts by saying “but there is no one else besides the principal in a building who has that global perspective of the building other than the teacher librarian.” “Collaboration will continue to be a prominent theme for advancing student learning and achievement” (Schultz-Jones 22). If this is true, then why do some teachers find it so difficult to collaborate? They think that handing someone a worksheet and saying this what they are doing in case you want to join us is collaboration. Do these people have such large egos that they think they know everything? Do they take it personal when their ideas are not chosen? Why are some administrators more open to creating an environment that is conducive to collaboration while others prefer competition? The challenge for the school library media specialist will always remain. Some will think that it is too much trouble. Others will make excuses of not having enough time. The teacher librarian may come across stumbling blocks, but must remain ever vigilant. By collaborating with one or two teachers, eventually other teachers will follow. One way to see it is: even though you fall flat on your face, at least you are still moving forward. But, one question will always remain, if collaboration leads us to where we want our students to be, then why isn’t everybody doing it?
 * 1) Introduction
 * 2) Quote on Collaboration - According to Webster's Dictionary, collaboration is defined as working jointly with others. But, collaboration is much more than that. It is the coming together of minds to achieve a common goal. It is the sharing of ideas, responsibilities, and outcomes.
 * 3) Who is collaborating - Traditionally, in schools, collaboration has taken place among teachers in a common grade level or common subject area.
 * 4) Why is this best practice
 * 5) Why is it hard to collaborate - In order to collaborate, we must set aside egos which is sometimes difficult to do. We must accept all ideas as equal, but not take it personal when our idea is taken off the table.
 * 6) Body
 * 7) Students
 * 8) Benefits
 * 9) Quotes from Videos/Readings
 * 10) Reflection/Personal Experience
 * 11) Both Brandi and Sandra
 * 12) Teachers
 * 13) Benefits
 * 14) Quotes from Videos/Readings
 * 15) Reflection/Personal Experience
 * 16) Sandra (the current 3rd grade teacher)
 * 17) Admin
 * 18) Benefits
 * 19) Quotes from Videos/Readings
 * 20) Relfection/Personal Experience
 * 21) Brandi (current teacher-librarian)
 * 22) Conclusion
 * 23) Final thoughts and/or final questions.
 * 24) "Why do some people find it so hard to collaborate?"
 * 25) "Why do some administrators prefer competition over collaboration?"
 * 26) "If collaboration leads us to where we want our students to be, then why isn't everybody doing it?"