A+1.4+DRAFT

DRAFT
[|JK Draft 1.doc]

Karlee: Here's the latest draft I wrote. I think I "finished" it. I can see where you're going with what you wrote, so if you'd like to combine the two, or just use one or the other, I'm fine with that.

Joe

[|JK_Case_Study_0922.doc] This is the "old" draft, from Wednesday, Cambodia time.

In performing the mini case study students are able to make several observations among the text reading, module content, and presentations in order to reflect and make conclusions of their findings, opinions, and connections determined by analyzing text to the testimonial videos. As it is realized in several instances in the text, each piece holds its on nugget of importance pertaining to collaboration, success, and achievement where students, teachers and administrators are concerned. And too, it is easily seen by students in conducting this study there are numerous ties and connections from the testimonials within the text readings in direct and indirect ways. With that being said, as an observer and reflector it seemed much easier to connect learning ideas from the text into the active presentation testimonials. In the paragraphs below you will see references to examples of how the testimonials and text match up in many direct and indirect ways. The majority of the instances in this section include Empowering Learners text and the cooperation and coteaching presentations assigned within module one. Within the Empowering Learners text collaboration is defined and outlined on a chart on page 20 and text explanations on 21. Within the examples the school librarian is to cooperate with teachers and aide in designing and implementing lessons of instruction that present Inquiry based learning (ALA, 2009). Within the presentations Maryann explains it this way””. With word use such as, she is explaining that is how the teacher librarian has cooperated and aided in forming instruction. When Tracy the art teacher explains that instruction is “expanded” when she explains that extending learning of inqury 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 “” What she is implying is that lessons have been designed where students read and intereact with material in the classroom and integrate that same learning in hands on projects in art. This is an example of teachers working together to implement inquiry units and evaluate their results (ALA, 2009). In Tracy’s wording of “it has expanded it” she means the results educators found from evaluating is that the learning and teamwork aspects for teachers and students had been expanded. In another another area of the chart it is explained that an administrator should be supported with active participation and help from the teacher librarian to promote and instill collobartion (ALA, 2009). When we oberserve the principal’s testimony she states “the teacher librarian is important because there is no one else in the building who impacts the achievement of student learning” she is referring to the fact that no one can impact student achienvemnt like the teacher librarian as they collobarate with teachers and implement inquiry based instruction (ALA, 2009) As we follow the testimonals up and down the page many other examples of collobaration that are supported in the Empowering Learners text are seen. When watch a third grade teachers video she states “I believe in authentic instruction and students being able to find answers to their questions, and having a teacher librarian has enabled me to take a superficial curriuculum from the state and make it authentic for use”. When Judy states this she is explaining indirectly that having a teacher librarian is promoting inquiry based learning for students where they can find their own answers, and that the teacher librarian she has worked with has actively served to promote and support collaborative instruction which has allowed her to take a superficial curriculum and implement it in new authenic inquiry based ways which she strongly believes is best for her students (AlA, 2009). Other examples include how some of the teachers interviewed can see that the input of students and their learning through a process of activities and results has been an importance and something strongly implemented by the teacher librarian (ALA, 2009). In Maryann’s testimony she states “it also has been a learning process as Judi is very knowledgeable”. In this statement Maryann is implying that Judi’s knowledge and use of knowledge have helped to interest the teachers and students in their own learning process. And in making those users interested the teacher librarian sought the interests and input of teachers and students to meet their needs (ALA, 2009). 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”. In making that statement Maryann is indirectly saying what every teachers wishes and needs from a librarian, 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 (ALA, 2009). Not only that, but I think it is equally important to see that the teacher in this case not only feels the librarian did so, she is able to see that the work of collaboration was a success and is really emphasing how much work it took for the librarian to accomplish that which may have even been far more work than she had done as a teacher.