A+1.4+PREWRITING

PREWRITING: IDEAS FROM TESTIMONIALS & READINGS...PLUS BRAINSTORMING & REFLECTIONS
Karlee = purple Joe = BLUE

Benefits of Collaboration...
 * To Students || To Classroom Teachers || To Administrators/Schools ||
 * “More attention because they’re working with two teachers instead of one” (Kindergarten Teacher)

Lowering teacher-student ratio helps younger children develop literacy (7) || Teachers get a lot more ideas “because we feed off each other”; “collaboration…has enabled me to do more planning” (Kindergarten Teacher) || “one of the most important people…impacts academic achievement of every single child in the building”; “has that global perspective of the building” like the principal (Principal) ||
 * “Allows (children) to learn how to find the answers to their questions”; supports idea that students become literate in the “information age”; Provides authentic learning, allows inquiry—what and how—for superficial state-sponsored curriculum ; children can “find answers on their own”; children need to know how to find answers (3rd-grade Teacher)

Provides a way to have children find the answers they need on their own, and how to find those answers. I am one who supports authentic instruction and collaboration with the teacher librarian has allowed me to take superficial pieces of the curriculum from the state and make it authentic for children. (3rd-grade Teacher) || Supports teacher’s philosophy about inquiry-based learning and enables her to enhance a “superficial,” state-mandated curriculum (3rd-grade Teacher) || Library becomes a type of schoolwide learning space—“welcoming place where they do a lot of learning” (7th-grade Language Arts Teacher)

Connects with frameworks for student learning and, ultimately, school improvement (McGregor 205-6)

Stays "results-oriented" (McGregor 210), with a focus on learning (rather than other PD activities?) ||
 * Connects children to topic—art—by providing books; “expanded” instruction (Elementary Art Instructor) || Helped students with their reading and creating art designs (Elementary Art Instructor)

Students’ final art products were improved because they had books to connect them to the Navajo designs; It helps students to incorporate things from their reading in the classroom into their projects or work in the art room. (Elementary Art Instructor) || Shows the use of the library as a learning center—(JOE NOTE: learning commons concept?); reinforces “common strands of thought that travel across the curriculum” (8th-Grade Language Arts Teacher) ||
 * “Learn how to effectively evaluate sites when doing research” and use information (Principal) || Able to see the library as a fun place; able to have ideas fleshed out; able to see how projects can be multi-leveled/faceted, with reading, writing, research and speaking; learned Web 2.0 tool—wiki for Pathfinder (“all news to me”); had a lot of fun…teaching became more enjoyable (7th-grade Language Arts Teacher)

A Learning Process of teachers and students by using the librarian's knowledge. I can give her ideas that I would like to use and she can take them and run with it. As a librarian is good about taking ideas and getting back to use quickly as teachers to see if they will work with the resources she has found. example of collobartion. (7th-grade Language Arts Teacher) || Helped with district-wide writing across the curriculum initiative (High School Art Teacher)

Changes the way schools "address overall problems" (McGregor 210) with the librarian's global perspective

Increases instructional leadership as an all-staff practice (McGregor 212-215)

Serves on committees at the school and district level to increase awareness of the place of the school library in promoting literacy (Moreillon 2010, Slide 10) ||
 * Able to see the library as a fun place; feels almost as if she gets better work from students out of the collaborative process—on picture book project; learned how to make a Works Cited list from easybib.com and cite sources; learned Web 2.0 tool—wiki; had their background knowledge used in the learning process (7th-grade Language Arts Teacher)

As a librarian judy has made activities in the library a learning process for teachers and students; uses tools in the library like the wiki to get kids to buy in and be intersted quickly (7th-grade Language Arts Teacher) || Learned a technological tool from the librarian; places teacher in role as learner—“learned right along with the kids” (7th-Grade Social Studies Teacher

Expands teachers' knowledge of information technology (McGregor 209) || Leads instructionally by working closely with student teacher (High School Student Teacher)

Allows teacher-librarian the opportunity to know and influence the curriculum (McGregor 208)

Develops social and professional relationships between and among individuals (Schultz-Jones 25)

"Create(s) an additional layer of leadership within the school with a new set of natural partners (Zmuda & Harada 24) ||
 * Taught students about making notes and to “put their own thought in it, internalizing the knowledge”; led students to write fiction and nonfiction; helped to put “all the different pieces of learning together” (8th-Grade Language Arts Teacher) || “Provided materials” for units; modeled booktalks; helps with planning; gives teacher a planning lifeline and real interest about “getting students into the library (8th-Grade Language Arts Teacher)

Educators get to discuss ("coassess") lessons, leading to better practices (6): develop "common language, a common set of practices and channels for communication" (6) to improve learning. It avoids what she refers to as the detrimental practice of "teacher isolation" ( Moreillon 7) || "Point of Practice" development for teachers: PD is not formal--you should see it at my school!--it is part of the way teachers function together, a "regular part of educators' everyday professional work" (Moreillon, 2007 8)

"All educators, including teacher-librarians, must support student achievement in reading through systematic instruction ( Moreillon, 2007 2) ||
 * Learned more about self-evaluation through rubrics and, presumably, learned about expectations (High School Art Teacher) || Helped institute district initiative of writing across the curriculum—esp. research/writing process; learned to use rubrics (High School Art Teacher) || Brings librarians into the conversation of improving schoolwide performance in (ICT) literacy; makes principals evaluate their own viewpoints of access to the library and the librarian (Curry Lance et al 15-16) ||
 * Learned about digital storytelling, did projects “outside of norm” (High School Teacher) || Improved unit ideas; helped with creating rubric; got feedback on supplementary materials; received help/assistance with grading (High School Student Teacher) || Another example in this video where it is seen that the teacher librarian respected and built upon the input of teachers is when Maryann explained “Any idea I ever had that I explained, Judi could just take it and run with it”(7th Grade LA Teacher). In making that statement Maryann is indirectly saying what every teacher’s wish and needs from a librarian is to be able to take their ideas in no particular order or format and ask what can be done with them. Maryann is meaning that no matter what she took to the teacher librarian, the librarian did the best she could to implement inquiry based instruction that would be useful to the teacher and the students ||
 * || Solidified vague ideas, especially supplementing knowledge with technology and research (citing information); more than just pulling books, enhances teaching (High School Teacher) ||  ||
 * || ﻿when she explains that extending learning of inquiry lessons in the classroom into the art room to complete assignments in both places, she is demonstrating an example of collaboration. We see that when she states “I did a research project with fourth grades about Navaho Indians and it helped them in the art room in doing their designs” (Elementary Art Instructor). Tracy || Karen, an eighth grade language art teacher, explains that when she had great ideas to teach and use in the library that the teacher librarian was “providing all the materials we need, the computer assistance we need, and teaching the students with such great detail” In this example Ann is giving a concrete example of the teacher librarian providing materials, involving students, and integrating shared ideas of the teacher and librarian while also providing for technology needs in lessons. This quote from Ann also shows that Ann feels the teacher librarian has gone to great lengths to connect with learners, ||
 * When Kelly states, “I gave her the main idea of the unit and she gave me some ideas of how to make it even better”(High School Student Teacher) ,she is explaining what happened during her collaboration experience with the teacher librarian was effective as she was completing a project. This is an example of the positive nature working together has upon teaching. ||  ﻿ Kelly how feels the tools used worked as a solid action plan that caused a successful project completion and a lot of learning on her part. ﻿  ||   ||
 * When Kelly states, “I gave her the main idea of the unit and she gave me some ideas of how to make it even better”(High School Student Teacher) ,she is explaining what happened during her collaboration experience with the teacher librarian was effective as she was completing a project. This is an example of the positive nature working together has upon teaching. ||  ﻿ Kelly how feels the tools used worked as a solid action plan that caused a successful project completion and a lot of learning on her part. ﻿  ||   ||

Many of my teacher quotes are 75 percent the same as yours. I am still listening a few more times today if I can find any more pieces to add


 * __NOTES FROM TESTIMONIALS__**

How Teachers Benefit
 * More planning, lot more ideas “ because we feed off each other” (Peg)
 * " Collaboration has enabled us to do more planning", and "we have more ideas as we feed off of each other" Peg
 * Expanded instruction (Tracy )
 * Expanded instruction Tracy
 * Helps with curr. in classroom; t-librarian has “global perspective,” one of the most important people at the school (Paula)
 * Able to see the library as a fun place; able to have ideas fleshed out; able to see how projects can be multi-leveled/faceted, with reading, writing, research and even speaking; learned Web 2.0 tool—wiki for Pathfinder; feels almost as if she gets better work out of the collaborative process; had a lot of fun…teaching became more enjoyable (MaryAnn)
 * A Learning Process of teachers and students by using the librarian's knowledge. I can give her ideas that I would like to use and she can take them and run with it. As a librarian is good about taking ideas and getting back to use quickly as teachers to see if they will work with the resources she has found. example of collobartion. Mary ann
 * Learned “right along with the kids”—PPT presentation (Pat)
 * “Provided materials” for units; modeled booktalks; helps with planning and shows the use of the library as a learning center—learning commons concept? (Karen)
 * Helped a ceramics teacher institute district initiative of writing across the curriculum—esp. research/writing process; learned to use rubrics (Diane)
 * Improved unit ideas; helped with creating rubric; got feedback on supplementary; received help/assistance with grading (Kelly, student teacher)
 * Solidified vague ideas, especially supplementing knowledge with technology and research (citing information); more than just pulling books, enhances teaching (Sherri)

How Students Benefit
 * Individual attention, library is their classroom (Peg)
 * The students get more individualized attention in working with two teachers instead of one. peg
 * Provides authentic learning, allows inquiry—what and how—for superficial state-sponsored curriculum ; children can “find answers on their own”; children need to know how to find answers (Judy)
 * Provides a way to have children find the answers they need on thier own, and how to find those anwers. I am one who supports authentic instruction and collboration with the teacher librarian has allowed me to take superfical pieces fo the curriculum from the state and make it authentic for children. Judy
 * Helped students with their reading and creating art designs (Tracy)
 * It helps students to incoperate things from their reading in the classroom into their projects or work in the art room. Tracy
 * As a librarian judy has made activities in the library a learning pocess for teachers and studetns Maryann
 * Impacts academic achievement of all students; students learn how to do research more effectively, finding sites and using information (Paula)
 * Learned how to make a Works Cited list from easybib.com and cite sources; learned Web 2.0 tool—wiki; shows the students the library can be a place for learning; had their background knowledge used in the learning process (MaryAnn, wiki also shows up in Pat's talk)
 * Judy has a way as a librarian to use tools in the library like the wiki to get kids to buy in and be intersted quicly. Maryann
 * Learned notetaking skills; gathers books for projects; helped with final writing products (Karen)
 * Learned more about self-evaluation through rubrics and, presumably, learned about expectations (Diane)
 * Learned about digital storytelling, did projects “outside of norm” (Sherri)

__**NOTES FROM READINGS**__

"Collaboration and Leadership"--Joy McGregor "Collaboration seeks input from students in the learning process" pg 20 Empowering Learners. This is what maryann mentions when she says Judi can get kids to buy in and become interested "Colaborates with a core team of classroom teahers and speacilists to design, implement, and evaluate inquiry lessons and units. Maryann says she take ideas from teachers and gets back to them, runs with the ideas, and Diane talked about teaching kids self evaluation, learned right along side the kids PAT. "Works with adminstrators to actively promote, support, and implement collaboration" There is no one else in the building that impacts student acheivement of students.

Each of these are from the collobaration partnership chart pg 20 empowering learners from module 1.2 or 1.3

Benefits to Students, Teachers, Principals & Schools Connects with frameworks for student learning and, ultimately, school improvement (205-6) Allows teacher-librarian the opportunity to know and influence the curriculum (208) Expands teachers' knowledge of information technology (209) Stays "results-oriented" (210), with a focus on learning (rather than other PD activities?) Changes the way schools "address overall problems" (210) with the librarian's global perspective Increases instructional leadership as an all-staff practice (212-215) Slides 10, 11, 12 Cooperation PPt repeat this same idea in different wasy

it is bulleted and I mention it below but you could just use one bullet here one bullet below if you feel it matches your wording joe.

"Impact of School Libraries on Academic Achievement"--Keith Curry Lance, et al The princpal quote almost repeats this text exactly. No one else other than the teacher librarian can im pact student acheivement by working with teachers and studetns.

Benefits to Students, Teachers, Principals & Schools Need a "school climate" that fosters collaboration, connected to items in the questionnaire, Table 1 (15) Principals are the key to collaborative efforts: setting expectations, guaranteeing access, clarifying roles to new and current teachers, and allowing T-Ls rein to understand the curriculum and teaching in the school (15-16) A good librarian seeks the input of the students in the learning process pg 20 Empowering Learners.

"Collaboration in the Social Network"--Barbara Schultz-Jones, et al

Benefits to Students, Teachers, Principals & Schools "Social networks are fundamental to all of us" (20) 4 Themes (24): "Social Capital," "Who's Your Fave 5?" "Strategic Groups," and "Professional Learning Communities" (24)--the librarian testimonials synthesized above, seem to represent a combination of these groups. We saw those who knew the T-L, or who had gotten to know her, those "receptive to collaborating at a high level" and "willing" (24) and those who wanted to be part of a learning community. See paragraph on p 25, left column, beginning with "Visualizing the school learning environment..." This seems to hit a lot of it on the head...how it starts, how it works, and what benefits it can have

Getting students to buy in like Mary ann said to the library wiki is a way Judi was promoting interest in activities and a social learning tool

//Collaborative Strategies for Teaching Reading Comprehension//--Judi Moreillon Collaboration Cooperation PPT

slide 4 Judi Morelion tie to Maryann's video

I had trouble pasting it in but it is in the bottom right of slide 4 'Being invloved like maryann said slide 5 Slide 8 reinforces the collobartive chart empowering learners page 20.

Benefits to Students, Teachers, Principals & Schools "All educators, including teacher-librarians, must support student achievement in reading through systematic instruction (2) Educators get to discuss ("coassess") lessons, leading to better practices (6): develop "common language, a common set of practices and channels for communication" (6) to improve learning. It avoids what she refers to as the detrimental practice of "teacher isolation" (7)  Lowering teacher-student ratio helps younger children develop literacy (7)  "Point of Practice" development for teachers: PD is not formal--you should see it at my school!--it is part of the way teachers function together, a "regular part of educators' everyday professional work" (8)  we could compare these practices to non involvement or collobartion on slide 11 coopeatrion ppt Loreschter quotes

Slides 9, 10, 11 make a connection of what a good librarian does to collobarte and build partnerships with parents and teachers which can tie into exactly what the principal said the wording is often the same.

Personal Reflections:
What it takes for teacher librarians to collaborate with teachers..getting back to them as Maryann stated and helping them collobarte and form partnerhships. How much it takes to see the school with a global view as the librarian much like the principal The appreciation that teachers have for a librarian that is willing to aid in teaching and collobarte on inquiry based lessons. Judy and Peg All of these ideas are defined and match the examples of promoting good collobartion on the chart in Empowering Learners pg 20
 * What happens when there is no librarian in the school? Or, to paraphrase McGregor, the principal lacks vision or will? The first notion shows up on p 201 and the second on p 208.
 * What does the T-L get out of these interactions? (To mirror our DB question for the week...)
 * How realistic is it? Don't some people-- administrators-- want control?
 * What does it cost for cash-strapped schools and districts?

Citations:
Works Cited "3rd-grade Teacher." Interview by Judi Moreillon. TeacherTube. Web. 17 Sept. 2010. .

"7th-Grade Language Arts Teacher." Interview by Judi Moreillon. TeacherTube. Web. 17 Sept. 2010. .

"7th-Grade Social Studies Teacher." Interview by Judi Moreillon. TeacherTube. Web. 18 Sept. 2010. .

"8th-Grade Language Arts Teacher." Interview by Judi Moreillon. TeacherTube. Web. 18 Sept. 2010. .

"Elementary Art Instructor." Interview by Judi Moreillon. TeacherTube. Web. 18 Sept. 2010. .

"High School Art Teacher." Interview by Judi Moreillon. TeacherTube. Web. 18 Sept. 2010. .

"High School Student Teacher." Interview by Judi Moreillon. TeacherTube. Web. 18 Sept. 2010. .

"Kindergarten Teacher" Interview by Judi Moreillon. TeacherTube. Web. 19 Sept. 2010. .

Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. “The Impact of School Libraries on Academic Achievement: A Research Study Based on Responses from Administrators in Idaho. School Library Monthly 26.9 (2010): 14-17. Retrieved September 4, 2010, from Library, Information Science & Technology Abstracts with Full Text database.

McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 119-219.

Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Print.

Moreillon, Judi. "Coteaching Strategies." PowerPoint. Lecture. Web. 15 September 2010.

"Principal." Interview by Judi Moreillon. TeacherTube. Web. 18 Sept. 2010. .

Schultz-Jones, B. (2009, March). Collaboration in the School Social Network. Knowledge Quest 37 (4), 20-25. Retrieved September 10, 2010 from Academic Search Complete database.

Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In //Librarians as// //Learning Specialists: Meeting the Imperative for the 21st Century//, 2008. 23-43.