A.+1.4+Draft



**Thelma's Draft for Classroom-Library Collaboration Mini-Case Study- A. 1.4**
In today’s world of hustle and bustle it is hard to fit everything into one day! Have you ever found yourself out of time and energy to add one more thing to your “To Do” list? I have and especially when trying to plan fun, learning experiences for my students. So, why would I rather work alone and plan alone, when I have a teacher-librarian that is willing to go the extra mile for the achievement of my students’? As Pat mentioned, “This is a good example of how teachers and librarians can work together to help students learn and become more successful” (Pat). I realize as an educator, it is hard to get in all those TEKS and this is away to get that done and still feel as though an authentic learning has taken place as it did in Judy’s classroom, here is what she had to say, “Collaborating  with a teacher-librarian is very important because providing authentic learning is important” (Judy P. 3rd grade teacher). After reading the articles by McGregor, Schultz-Jones, listening to the testimonials, and watching Power Points on collaboration and strategies that go with that it definitely gave a new understanding of the importance. I would have to admit that before taking this class, I might have been one of the ones that referred to collaboration as adding to my plate instead of adding to the opportunities to plan with a partner. Let’s face it, to collaborate would be a change on some campuses and change is hard. Thinking about this type of change makes me wonder, what or if an administrator would ask a new teacher-librarian in an interview about collaboration? McGregor’s article shares that a principal adds color to the attitude of the process and if that is the case I would think they would ask questions in an interview. The article also says the following about how important a principal can be in the process of this type of change, here’s is what McGregor has to say, “ One of the most important factors in this type of change is the principal. He or she can either be a vital support or a hindrance in the process” (McGregor, 207-08). Kearney in McGregor’s article makes it clear that the teacher-librarian must create leadership role in their environment guided by a vision and a mission (McGregor, 200-01). With this in mind, a teacher-librarian would need to gain trust and have a clear and comprehensive understanding of what a teacher and teacher-librarian do by collaborating, is to provide learning experiences that bring achievement, respond to learning needs, provide resources at the point of need, to give teachers a working partner and promote academic growth (McGregor, 201). Although collaboration is not an easy fix; in fact it can be a change that is very difficult to bring about. (TN) With these changes comes effective teaching to bring about high student achievement in all content areas, here are a few examples of what collaborating can do for all involved: Collaborating has expanded her classroom with the ideas it provides to her students, they can take it from her classroom to the books they read and asking questions such as: Which is done first, the illustration or the writing? (Tracy ) ; “ There is no one in the building that impacts student achievement like the teacher-librarian does.”  (Godfrey); Dr. M. taught the students many things, like how to use the Wiki, and how to correctly write a bib card. MaryAnn was amazed at how fast the students caught on. (MaryAnn) ; Kelly came looking for a information on a unit she was doing and ended up collaborating with the teacher –librarian to make the project more meaningful for student learning. (Kelly) She also discovered that working with a librarian made the project more fun with the different ideas of two people working together. (Kelly-Student Teacher) ; Fun experience! Her past experience had been the librarian would pull books for her, that’s it. (Sherri- HS English) Sherri believes, “Collaboration can benefit teachers/ students" (Sherri ) Not according to a librarian found in the article written by Schultz-Jones, her comment being, "a lot of teachers think collaboration is going to be a lot of trouble so they resist investing time to work together beyond requesting books that support what they are teaching" (librarian, 2009). That is why McGregor tells us that teachers want to know what is in it for them (McGregor, 209). Tell them! <span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Is collaboration a benefit to teachers? Yes, definitely! Here is what Zmmerman and Hutchins has to say about co- teaching strategies and how they can affect student learning, <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">“the opportunity for co-teaching would lower the student-to-teacher ratio during instruction” (Zimmerman and Hutchins, 2003). Co-teaching is a plus to any learning environment where learning is to take place. Friend and Cook would agree and provided a variety of approaches for this in their article; for example’ one teaching, one supporting, station or center teaching, parallel teaching, alternative teaching, and team teaching (Friend and Cook, 2010). The approaches mention above would or should be found in the collaboration process between a teacher-librarian and a teacher. I would like to end with the following quote by Friend and Cook "a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work towards a common goal" (1996, 6). Isn’t our goal student success with higher achievement? <span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;"> <span style="background: yellow; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; mso-highlight: yellow;">As I reflect on collaboration between a classroom teacher and a teacher-librarian it is hard for me to understand why a teacher would turn down such an asset to their classroom. The teacher-librarian can add to or extend a lesson through the use of technology or activities to provide a deeper more authentic learning that creates success and higher achievement in students. Along with such learning opportunities comes the planning process where plans can be designed by two educators with two ideas instead of one. When I think of planning with our librarian, I get excited because I know it will be fun and my students will be provided with life-long learning that they can use today and tomorrow while in my classroom or another content area. I realize that teachers feel overwhelmed and do not want anything added to their plate, but this seems like it would remove part of the load because it is almost like you are team teaching or share teaching. The greatest benefits of the students is to be provided with an authentic learning that will travel a life time with them, especially when being taught to evaluate Websites and resources for quality and cite Websites sources. To have the opportunity to provide students with individualized instruction on a project or to witness growth in their achievement due to time spent planning authentic learning with a co-partner is worth it. As a teacher-librarian, I would take pride in my time and effort in gaining leadership with staff, students, and administrator’s because of the time spent to complete this task. I say task, but it is my professional duty to meet the needs of all users and I would consider all mentioned to be the users of my library. There are many benefits to being a teacher-librarian, one of the most important benefits is student achievement, if a student is successful, and the teacher, administrator, and teacher-librarian will be a success. I’m sure principals can have an impact on the collaboration process through past experiences; however, this is when the leadership of the new teacher-librarian has the opportunity provide he/she with a different experience using collaboration. When collaboration is managed by a teacher-librarian with interpersonal people skills that truly cares about their staff and the success of all involved, there will be true leadership/relationship formed to be an accomplishment to be proud of. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';">Works Cited <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Friend, Marilyn, and Lynn Cook. //<span style="font-family: 'Arial','sans-serif';">Interactions: Collaboration Skills for School Professionals //. 6th ed. Boston: Pearson, 2010. <span style="color: black; font-family: 'Arial','sans-serif';">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. (Accessed Sept. 18,2009). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Moreillon, Judi. //<span style="font-family: 'Arial','sans-serif';">Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact //. Chicago: ALA Editions, 2007. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Schultz-Jones, Barbara. //<span style="font-family: 'Arial','sans-serif';">Collaboration in the School Network. // ALA Vol.37. 4. March/April 2009. (Accessed Sept. 18, 2009). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Testamonials ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">"Kindergarten Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. <[]> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> “Third Grade Teacher.” Interview by Judi Moreillon. Web. 21 Sept. 2009. < [] > “Elementary Art Instructor.” Interview by Judi Moreillon. Web. Sept.21 2009. < [] >“Elementary School Principal.” Interview by Judi Moreillon. Web. 21 Sept. 2009. <[|http://teachertube.com/members/viewVideo.php?video_id=121838&title=Principal]> “Seventh Grade Language Arts Teacher.” Interview by Judi Moreillon. Web. 21 Sept. 2009. < [] > “Seventh Grade Social Studies Teacher.” Interview by Judi Moreillon. Web. Sept. 21 2009. < [] > “8th Grade Language Arts Teacher,” Interview by Judi Moreillon. Web. Sept. 23 2009. [|http://teachertube.com/members/viewVideo.php?video_id=125114&title=8th_Grade_Language_Arts_Teacher] “High School Art Teacher,” Interview by Judi Moreillon. Web. Sept. 23 2009. < <span style="msoansilanguage: EN-US; msoasciithemefont: minor-latin; msobidifontfamily: 'Times New Roman'; msobidifontsize: 11.0pt; msobidilanguage: AR-SA; msobidithemefont: minor-bidi; msofareastfontfamily: Calibri; msofareastlanguage: EN-US; msofareastthemefont: minor-latin; msohansithemefont: minor-latin;">[] > “High School Student Teacher/English,” Interview by Judi Moreillon. Web. Sept. 23 2009. < [] > “High School English Teacher,” Interview by Judi Moreillon. Web. Sept. 23 2009. <[]<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Thelma's Reflections on Classroom- Library Collaboration: **