Planning 4 Assessment

03_advanced_students_3h_sizedWe did not have the opportunity to address some of the questions asked during the “Classroom Library Coteaching 4 Student Success” Webinar held on October 13th. For the next few BACC posts, I will share my experience and perspective on some of those unanswered and sometimes thorny questions.

Several participants asked questions about assessment. One participant from Virginia asked about informal assessments. Another from Fort Mill noted that she does not “give grades” in “library class.” Other participants who were not school librarians noted that they were pleased to be “reminded” of the benefits of coteaching with their school librarians. I inferred that they were including joint assessment as one of those benefits.

In my experience, sharing responsibility for assessments can be one of a school librarian’s calling cards—a way to introduce a coteaching benefit that many classroom teachers and specialists will respond to positively. Designing, gathering, and analyzing formative assessment data collected before, during, or after a lesson or unit of instruction is an essential activity for all educators.

When educators coplan for assessment, they can practice articulating a rationale for the lesson or unit of instruction. In “Every Lesson Needs a Storyline,” Bradley A. Ermeling and Genevieve Graff-Ermeling suggest that coherent instruction helps educators test and refine hypotheses about effective teaching and learning. In their article, they provide a series of questions that can help educators self-assess their lessons. One example is this: “What evidence did we collect during and after the lesson to help us evaluate student progress and study the relationship between teaching and learning” (26).

One of the critical skills for 21st-century school librarians engaged in collaborative lesson planning is being able to align standards and to codevelop learning experiences with student outcomes in mind. Many school districts across the country have focused professional development on Understanding by Design (UbD) as codified by Grant Wiggins and Jay McTighe. In short: When educators plan, they begin by specifying what they want students to know and to be able to do at the end of the lesson or unit of instruction. Educators also determine how they will measure student learning outcomes at the beginning of the planning process.

Codeveloping anticipation guides, exit slips, graphic organizers, checklists, rubrics, and other assessment and student self-assessment tools is an excellent strategy for creating the context/expectation for shared responsibility for assessment. With this level of collaboration, most educators will feel comfortable with each other’s assessments of student work. However, one excellent strategy to help ensure inter-rater reliability is to coassess a few “anchor papers/products” that demonstrate various levels of mastery. Then both educators will know when they see an exemplary product, an average one, and/or a “needs more work” example. They will also learn when their instruction supported individual student’s learning and when it did not.

When you coplan in the role of a school librarian, keeping the focus on outcomes helps position your collaborative work and the role of the school library program at the center of academic achievement. This is essential to the value others place on your work, especially principals who are charged with the role of instructional leaders. When we plan appropriately for instruction, coteach, and coasssess lessons, we experience job-embedded professional develop and provide the same for our colleagues. We also serve as co-instructional leaders with our principals.

The bottom line: Educators must assess student learning outcomes in order to measure their teaching effectiveness. Let’s keep on improving our instruction by coplanning for assessment and sharing responsibility for evaluating the effectiveness of our teaching.

BACC readers can link to the archive on edWeb.net. Resources for the Webinar on my presentations wiki.

Work Cited

Ermeling, Bradley A., and Genevieve Graff-Ermeling. “Every Lesson Needs a Storyline.” Educational Leadership, vol. 74, no. 2, 2016, pp. 22-26.

Image Caption: Fifth-grade students completing a graphic organizer for the Advanced Building Background Knowledge lesson in Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (ALA, 2013).

The Accidental Librarian

Brookline public library

 

 

My forty plus year career as a school librarian began at the Brookline (MA) Public Library, not by plan, but by happenstance. Call it kismet, fate, or just good luck, I stumbled upon what has become a lifelong passion for the essential role of school library programs in educational communities.

Totally green and wide-eyed, recently graduated from college, I needed a job-badly. Here I was on the front steps of the public library with no other good ideas for employment.  It was a last ditch stop in a three month job search, and I was discouraged to say the least. My husband was a first year student at Boston College Law School, and I was a breadwinner without a paycheck.  I remember clearly, as I looked at the imposing building, thinking to myself-maybe they need someone to shelve books.

After applying for teaching jobs in every suburb in the Boston area, and coming up empty, I had come to the conclusion that a career in education was not in my future.  My freshly minted resume with an undergrad degree in American Studies and enough education courses qualified me as a certified secondary social studies or English teacher. My lack of experience or an advanced degree kept me at the bottom of the applicant pool. Not a cheerful picture-at least until that fateful day that I gathered up the courage to enter the library and ask if there were any job openings at all.

Right place, right time…

The twist of fate was amazing, and within minutes of my query, I was sent out to a local school library to interview for a position as a library assistant.  At the time, the public library ran “branches” in all the local schools, something I had never imagined.  They hired librarians and assistants, and provided funding and services to support collection development and instruction for community children in the schools. Books and other educational materials were ordered and processed through the central branch and delivered shelf ready.  The school librarian met with classes for storytime and library skills instruction, and she needed someone to help her manage all the spinning plates.  I was hired, and, as I looked around the wonderful facility, fully stocked with shelves of books, brightly decorated walls, and nooks for reading and learning, I was hooked. Somehow, I knew this opportunity would open my world beyond the confines of a classroom, and I was eager to jump in.

Break for a history lesson…

The timing of my adventures in school library land, coincided with the early years of the landmark ESEA Education Legislation (1965) that resulted from Lyndon Johnson’s “War on Poverty.”   The original Elementary and Secondary Education Act provided funding for programs to expand and improve educational services for low income families, so that children would have increased opportunities for educational success in both urban and rural areas with concentrations of poverty. While school libraries were available in some schools across the nation, ESEA boosted the implementation of school libraries in a big way. Title II of that legislation provided funds for school library resources, textbooks, and other instructional materials, and gave impetus and funding for school libraries, especially in elementary schools.  School libraries and professional librarians were needed to ensure equitable access to information and resources for literacy. In the late 1960’s and early 1970’s, the demands for a cadre of specialized school librarians versed in library administration and pedagogy gave rise to an increase in advanced library and information science programs for that specialty. Standards for preparation for school library programs have continued to be developed and revised under The American Association of School Librarians, a division of ALA since 1951.

Riding the wave…

I will never forget the total immersion effect of those first few months in the school library-and they were paying me to be there! I felt like I had been given a special gift. There were so many books to read, skills to learn, decisions to make, and people to get to know, both students and faculty.  My mentor librarian took me under her wing, and provided amazing professional development in all things “library.”  By the end of the school year, I knew that I wanted to have my own library, so I began to take courses that would lead to the library media educator endorsement, a two year process.  (Later, I went on to an advanced degree in cultural history and museology, and really learned to research!)  In September, as I returned for my second year at the school, the administration of the school libraries was moved from the public library to the school district, and the library program was integrated into the mission of the school. For many, it may have been a minor distinction, but for me, the connection between public and school libraries will forever be strong.

And so, a few decades later…

Here I am, years later with experiences in a variety of school library situations, from preK through high school, and as a library educator at the graduate level, still excited about the best job in the whole school.  In this profession, the learning never ends, and change is a constant.  For those of us who relish creativity and change, and who honor the mission of equitable access for all learners, the school library will continue to be to go to place for learning in our schools. I’m so glad to have been along for the wild ride!

 

Image: Brookline Public Library

https://c2.staticflickr.com/4/3036/2808317102_4fa63f98df_z.jpg

Coteaching Inquiry and Reading Comprehension: A Perfect Match

PM_logo_3_sizedToday, I am facilitating a half-day preconference workshop titled: “Coteaching Inquiry Learning and Reading Comprehension Strategies: A Perfect Match.” I am a long-time practitioner and staunch advocate for the school librarian’s instructional partner role.

In this workshop, I bring together two areas of teaching and learning about which I am passionate: inquiry learning and reading comprehension strategies (RCS). These two processes can be aligned in order to increase students’ success with both. Inquiry and RCS are metacognitive processes that invite learners to think about their thinking. They can help learners grow their ability to “learn how to learn.”

And both processes are best taught with a coteaching approach. In the workshop, participants will review these processes, complete a puzzle that spotlights how they are aligned, and practice coteaching close reading with literature that can lead to an inquiry unit of study. Coteaching RCS builds on the school librarian’s strengths in teaching information literacy skills and makes a more successful learning outcome for students.

When classroom teachers, specialists, and school librarians combine their knowledge, skills, and talents, everybody wins!

This workshop is based on my previously published books regarding coteaching RCS as well as one that I am authoring: Building a Culture of Collaboration: School Librarian Leadership and Advocacy (ALA Editions 2016).

The AASL Conference is just getting underway today. If you are not in Columbus and attending this event, check it out on Twitter at #aasl15, on the Knowledge Quest Blog, and on the AASL Facebook page.

P.S. Since I am not able to be at Treasure Mountain this morning, I am sharing my thank-you note video to Dr. Loertscher via the BACC.

Word cloud created at Wordle.net

Models for PL and CBE in Practice

Reaching for SuccessA View from Northern New England

Right now, I am posting from Old England (London) where I am visiting family and trying to find spring flowers and green grass. I have deserted New England, which is still waiting for snow to melt and to turn the mud into something that indicates that spring has arrived-and not just on the calendar.

Last week I explored the changes that are on the horizon in school systems across the nation, and this week I will share some of what’s happening in Northern New England with a different take on collaboration.

New Hampshire, Maine, and Vermont are in various stages of implementing competency based education policies that have been adopted recently. New Hampshire (2005) has led the way, Maine (2012) is close behind, and Vermont (2013) is catching up. What these states have in common, besides snow and ornery natures, is a reverence for self-determination.

Competency based education has been defined at the state level (a bit differently within each state), but the framework for implementation is being developed at the district and school level. Instead of top down, it is happening bottom up. The state education agencies are providing resources to help districts develop implementation plans. The three states are collaborating to explore best practices and to provide professional development so that educators can learn from one another. The progress is faster in some places than others, but there are shining examples for possibilities to improve educational experiences for now and next gen students. The League of Innovative Schools is one of the opportunities for professional development across the region.

Find out more here: “Innovative Schools turning Around Lives in New England,” http://www.centralmaine.com/2013/05/20/innovative-schools-turning-lives-around_2013-05-21/

If you are interested, here are a few snapshots of what’s happening around the northern NE states

New Hampshire: PACE-Performance Assessment of Competency Education

Maine: Education Evolving: Maine’s Plan to Put Education First

Vermont: Act 77: Flexible Pathways

One School’s Journey

Mt. Abraham Union Middle/High School (Mt. Abe) in Bristol, Vermont has been headed down the personalization path for the past ten years.  In order to keep high school students in school and to make learning relevant for those who were at risk of dropping out, educators developed a program, “Personal Pathways to Graduation.”  It has been one of the choices that high school students can make as an alternative to the traditional course based track for graduation. Other high schools have developed similar models to meet the varied goals and needs of diverse students.

In the personalized learning program, students set goals and makes plans that are meaningful for their future. They take selected regular academic classes combined with apprenticeship opportunities. Some may take online courses or enroll in college classes, and go to other schools for classes.  There are about 23 full time students in the program and up to 50-70 others, who cycle in and out part time.  Two full time coaches lead participants and keep them on track in school, and also in outside school learning experiences.

Now, with the Act 77 timeline, all 7-12 schools in Vermont should have a system in place by 2017 that reflects the Flexible Pathways Initiative. The Addison Northeast Supervisory Union (home of Mt. Abe) is in the process of formulating plans, and providing professional development for educators that is modeled on the personal pathways program success.

Mt. Abe has an innovation team that has been offering professional development and training in personalized learning pedagogies for district educators,  and has been helping set up record keeping systems and portfolios for students and teachers to coordinate progress. Students move toward mastery of knowledge and skills within areas of competency, rather than to take a course and get a grade.   The personal pathways program is now a model for changing the traditional path to graduation that incorporates personalized learning opportunities for all students. It is a paradigm shift that will not happen overnight, so there is ongoing support for teachers to adopt and adapt.

Lauren Parren, the Innovation Coach for the school district, heads up the Instructional Coaching Services Team. The team includes other content specialists and consultants, and is located in a flexible learning space within the school learning commons area. The team works one on one or with small groups of teachers and students, or can embed in the classroom to encourage and model best practices in personalized learning. They have a very busy schedule.

Laura Mina, the high school library media specialist, is one of the team consultants. Her role is central to the work of the team, as the expert on information services.  She has been renovating the library learning space for the past few years, and has a powerful virtual library that uses LibGuides as an organizational tool.  https://sites.google.com/a/mtabevt.org/library/

Laura has compiled various resources and pathfinders for both teachers and students who are involved in creating personalized learning plans or developing curriculum. She is available for just in time teaching and learning, or for more formal classes, workshops, or other training opportunities.

If you would like to learn more about the progress for personal pathways at Mt. Abe, follow Lauren’s blog or join her, Barbara Bray, John Parker, Jon Tanner, Kathleen McClaskey, and Pat Lusher who will be speaking at the ISTE Conference on June 29 and July, 2015.

Off to do some sightseeing-Cheerio!

Image: Microsoft Clipart

 

Innovation-Disruptive or Sustainable?

surfer_riding_wave_34Are you riding a wave of innovation in your school, or are you caught in the curl and drowning in the surf?  In today’s world, innovation is a buzzword that appears universally across topics and disciplines, and the field of education is no exception. Melissa shared a definition of innovation in her post earlier in November, and encouraged readers to embrace emerging technologies to enhance innovative thinking in STEM curriculum. Judi looked at innovative delivery of professional development for educators in her posts.  Advances in technology have opened the possibilities for unleashing new ways to rethink teaching and learning, and this is a good thing!  The not so good thing is the lack of time and support for professionals to incorporate these possibilities into their pedagogy. In order to bring about meaningful change that will benefit students, educators have come to realize that collaboration is a critical component that enables sustainable innovation.

Sustainable change does not happen overnight.  Educators learn from each other and are connected across the hallway, the town, the globe. Ideas need to be pondered and discussed, tools need to be sampled, lessons designed and differentiated- all with the goal of engaging students in deeper learning.  Educators also learn from students, especially by allowing them to follow their passions and interests.  Innovative learners are curious, flexible, and open to taking risks and making mistakes.  It’s hard work, but fun.  The rewards are in student success and lighting the fires of learning for both teachers and learners.

School districts implementing new initiatives don’t need to reinvent the wheel, but can tailor local plans for sustainable change by examining existing programs that have a track record of innovation for learning.  The best models promote teacher leadership and a culture of collaboration to solve identified problems and impediments to student success.  Administrators, educators, parents, and community members are all stakeholders together.

In Vermont, middle schools have an opportunity to partner with the Tarrant Institute for Innovation in Education at the University of Vermont.  Funded in part through a generous grant from the Tarrant Foundation, experienced educational leaders provide:

  • A variety of services to help schools make the transition to engaging, technology-rich teaching and learning.
  • In exchange for their substantial commitment to a new vision for teaching and learning, we offer our partner schools intensive professional development, leadership preparation and planning, and small grants for innovative technologies — all free of charge.
  • To the broader community, we conduct extensive research, evaluation, dissemination and outreach.    (http://www.uvm.edu/tiie/)

Since 2006, the partnership has grown and evolved as a model for bringing systemic change in middle school education. A variety of Vermont schools, from large inner city urban to small rural schools have taken advantage of the opportunity to develop a new vision of education within their communities.  The learning has gone both ways-from the professional development facilitators to the partner schools, and back from teacher partners and students who embrace and run with the innovations.  The leaders of the project have shared ideas and challenges in a series of articles and by presenting at local and national conferences.  Take a close look at the website to see samples of student work, and to follow the blog.  A recent blog post features the mindset of one of the Tarrant educators, Mark Olofson. Check out his reflection on the reiterative process of analyzing a new app as a classroom option for learning. It gives us a glimpse at innovative problem solving, and is very refreshing.  Even the experts question themselves and can revise their ideas!

As our educational system evolves from a 20th Century factory model, to a system that personalizes learning for students in the information age, new ideas, technologies, processes, and learning theories will continue to bring about changes to the physical and virtual frameworks of schools in the future.

Do you have some suggestions for innovative schools that you would like to share?

Social media is great way to follow the progress of innovation at many schools.  You can follow The Tarrant Institute happenings by using the Twitter hashtag @innovativeEd, Facebook site https://www.facebook.com/innovative.ed ,Instagram http://instagram.com/innovativeEducation, and Google+ https://plus.google.com/u/0/105653617605343762368/posts

Next month, I will report on the impact of innovations from partner school participants, and look at the challenges and benefits as they continue to move towards sustainable, renewable  change.

References:

Olofson, Mark. “Monster Physics and the importance of careful consideration.” Innovation: Education. (Weblog) Nov. 22, 2014 http://tiie.w3.uvm.edu/blog/monster-physics-importance-careful-consideration/

Image: Classroom Clipart.com

People Create Change

Deep_Change_cropEdSurge is an organization that connects “the emerging community of edtech entrepreneurs and educators.” They recently published a graphic called “How Teachers Are Learning: Professional Development Remix.”

The graphic shows “old school” professional development, including all-day workshops, observations, and professional learning communities. (Personally, I wish they hadn’t included PLCs in the old school model…)  In their new model, technology tools provide linkages to personalized professional development that meets the “just-in-time” needs of adult learners (teachers).

Lest we lose sight of the importance of the whole school culture, I believe this new model must be placed alongside an article published on EdSurge in April by Ben Wilkoff: “People Create Change Not Products.” Ben Wilkoff, who is the Director of Personalized Professional Learning for the Denver Public Schools, reminds us that it is the “people implementing tools that make or break it [professional development].”

I couldn’t agree more and encourage everyone to read his article. I know that while I have learned a great deal through technology tools, I have learned the most from coplanning and coteaching with colleagues in the same room, at the same time, working through challenges and sharing successes with real students in real time.

Technology-facilitated learning has a starring role in 21st-century education, but it can keep preK-12 students isolated from one another and educators isolated from colleagues. An individual learner, child or adult, simply cannot make the lasting changes we want to see in education and in the world that a collective of students or educators can.

If you believe that building a culture of collaboration can support people in making change, consider Ben Wilkoff’s current manifesto for professional development as you plan for the new school year:
•    Community over Content
•    Friends over Features
•    Conversation over Credit
•    People over Products

Works Cited

Edsurge. “How Teachers Are Learning: Professional Development Remix.” Edsurge. Web. 7 Aug. 2014. <https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix>.

Quinn, Robert E. Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass, 1996. Print. (Image created with Microsoft PowerPoint)

Wilkoff, Ben. “People Create Change Not Products.” 16 Apr. 2014. EdSurge. Web. 7 Aug. 2014. <https://www.edsurge.com/n/2014-04-16-people-create-change-not-products>.

Time for Collaboration

clocks_1490The National Center on Time & Learning (NCTL)  conducts research, helps guide public policy, and provides technical assistance for “national, state and local initiatives that add significantly more school time for academic and enrichment opportunities to help children meet the demands of the 21st century.” In May, 2014, they published a report called “Time for Teachers: Leveraging Time to Strengthen Instruction and Empower Teachers.” You can access the executive summary or the full report.

The study involved 17 high-performing and rapidly improving schools across the U.S. that are involved in a movement to expand learning time. “The expanded school days and/or years also increase learning opportunities for teachers, who have more time to collaborate with their peers, master new content, plan for and reflect on lessons, and hone instructional practices.”

Three themes emerged from their study of teacher development: professional culture matters; teachers are leaders; and the school is the locus of learning.  If the school climate promotes professional growth, if teachers are empowered to lead through peer mentoring, coaching, and sharing expertise, and professional learning is embedded in practice, instructional practices will improve. “A successful teaching force spends time not only teaching, but also collaborating, planning, leading, and learning.”

Yes! To teacher leadership and job-embedded professional development as best practices to improve student learning.

Side Note: If you are looking for more real-world evidence, check out the article “Lessons from a school that scrapped a longer student day and made time for teachers.”  After experimenting with a longer school day for students, the principal of a Brennan-Rogers School in New Haven, Connecticut, found that extending collaboration time for teachers was more effective.

Works Cited

National Center on Time and Learning. “Time for Teachers: Leveraging Time to Strengthen Instruction and Empower Teachers.” Web. 1 Aug. 2014. <http://www.timeandlearning.org/files/Time%20for%20Teachers%20%28FINAL%29.pdf>

Peralta, Paola. Social Media Marketing. Digital Image. Licensed under Creative Commons Attribution-Share Alike 3.0 via Wikimedia Commons. Web. 1 Aug. 2014. <http://commons.wikimedia.org/wiki/File:Social_Media_Marketing.jpg#mediaviewer/File:Social_Media_Marketing.jpg>.

RoganJosh. Clocks_1490. Digital Image. Morguefile. Web. 1 Aug. 2014. <http://mrg.bz/Bnee4Q>.

Summer “Time”

Tropical beach scene on a sunny day in Oahu, Hawaii

As a teacher or teacher librarian, how often have you heard, “Oh you are so lucky, you have the summer off!”?  Of course those are the folks who are on the outside looking in. Those of us in the trenches know otherwise.  Summer time is just a different wavelength for many in the field of education.  In fact, most teachers I have known, are juggling family time, recreational adventures, and personal professional learning in the few weeks between the wrap up for one school year in May or June, and the preparation for another that may start in the first weeks of August.  The idea that educators are basking in a long summer hiatus is a pipe dream.

Even in the reboot and recharge mode, teachers are thinking ahead to the challenges of a new set of students, and how to meet their individual needs. Time without required meetings, committees, and assessments is time to reflect on the big picture. What has been successful and what needs improvement?  That kind of time is precious during the crush of the school schedule, and summer provides an opportunity for R and R-and collaboration.  As teacher librarians we have to make those connections with our colleagues.

In a recent AASL Blog, Brooke Ahrens asks, “When is the best time?”  In her post, Let’s Get Together Thursday, (June 12, 2014)  she shares the experience of working with colleagues in her district in curriculum and program planning just after classes ended for the year.  As she says, working together beyond the constraints of standards and grades was refreshing, but mental fatigue influenced their progress. She wonders if August would be better, but realizes that time is problematic also.  Collaboration and input are important, but what are some possible alternatives to make it happen?

During my years as a teacher librarian, I found that July was a great month for collaborating informally with my colleagues.  I would sneak into school early a couple of mornings a week to get my book orders in, unpack books and supplies, or revamp a section of the collection. More often than not, a teacher friend would pop in to say hello. Then the conversation would segue to the upcoming school year and what the teacher wanted to accomplish, and how I could help. Without the pressure of a packed schedule, we could tease out projects that we could plan ahead.   Asynchronous collaboration through Google and other social media applications make planning that much easier now.

My school district offered summer incentives for curriculum planning, and I often participated as a resource person in science, social studies, and language arts.  College credit for curriculum work was available for participants. Laptops or other new devices were provided  for developing curriculum units integrating technology.  Stipends were offered for teacher leaders who trained others in a train the trainer model.  When I signed on to take part, I often found that other teachers saw me as a true colleague, and I felt part of the team. I understood their challenges, and they understood mine because we had a chance to have deep discussions and share expertise.  In mid summer, when most of the teachers had a few weeks to unwind, we found mental energy to be creative and innovative.  That energy and planning carried us through during the implementation of our ideas in the next school year and beyond.

So, in July, take advantage of the summer mind of your colleagues. It may be the best time for initiating collaboration.  Join a district summer work group if it is available. They usually only work for a week or so. See if any of your colleagues are lurking in their classrooms when you are at school, too.  Laugh, chat, and make a plan.  Send out some ideas for new books or resources via email, or your blog or website. Stay in touch through Twitter and Facebook.  Find a new application that you can share.  Screencast a tutorial or find one on YouTube.  Cultivate your garden of ideas and invite your friends to the harvest.

 

Happy summer!  And don’t forget your recreational reading!

 

References:

Ahrens, Brooke. (2014, June 12).  Let’s Get Together Thursday-What is the Best Time?  AASL Blog. (weblog) http://www.aasl.ala.org/aaslblog/?p=4688

Image: Microsoft ClipArt

 

 

Equal Access to Professional Development

Growing_SchoolsJust as students deserve equal access to information resources and the services of a professional school librarian, classroom teachers also benefit from working with a professional school librarian. In “How some California schools are overcoming school librarian shortages” written for EdSource: Highlighting Strategies for Student Success  (spotlighted in the previous post), reporter Lillian Mongeau quoted Charles Drew College Preparatory Academy 3rd-grade teacher Laura Todorow: “I feel a school librarian is a non-negotiable necessity in any school.”

School librarians align the library collection with curricula and provide engaging books and electronic resources that support teachers’ teaching. They coplan and coimplement instruction to integrate literature and information into the classroom curriculum. Along with classroom teachers, they model and promote the behaviors of lifelong learning.

The National Education Association image “collaboration is everything” is spot on. When classroom teachers and school librarians coplan and coteach, they provide job-embedded professional development for one another. Teaching together in real time with real students, curriculum, resources, supports, and constraint helps educators become more proficient at their craft. Having a peer to bounce ideas off of and problem solve with is a growth opportunity that every educator should experience.

However, in schools without professional school librarians, classroom teachers, principals, and students may be unaware of what they are lacking. For educators who have not experienced the job-embedded professional development benefits provided by collaborating school librarians, I highly recommend Growing Schools: Librarians as Professional Developers (Abilock, Fontichiaro, and Harada 2012). Chapters in this book written by library practitioners and researchers alike highlight some of the many ways school librarians contribute to school improvement efforts.

School librarians can help the school learning community reach capacity. Through providing on-site professional development through coteaching, one-on-one faculty mentoring, and ongoing faculty workshops, school librarians are positioned as leaders who can assist principals in achieving their school improvement initiatives and reaching their academic goals for their schools.

All educators improve their instructional practices through working side by side with colleagues. On-site, job-embedded professional development is a win-win-win-win model for students, teachers, librarians/specialists, and administrators.

All educators deserve this kind of support for their own professional development. With so much pressure on teachers to improve student achievement, having real-time access to professional learning with a school librarian is a social justice issue for educators as well as for students. As Dr. Lankes states, “The greatest asset any library has is a librarian” (29). A professional, 21st-century, collaborating school librarian should be a non-negotiable necessity for every school.

Works Cited

Abilock, Debbie, Kristin Fontichiaro, and Violet H. Harada. Eds. Growing Schools: Librarians as Professional Developers. Santa Barbara, CA: Libraries Unlimited, 2012. Print.

Lankes, R. David. The Atlas of New Librarianship. Cambridge, MA: MIT Press, 2011. Print.

Mongeau, Lillian. “How some California schools are overcoming school librarian shortages.” EdSource: Highlighting Strategies for Student Success. 26 May 2014. Web.  2 June 2014. <http://tinyurl.com/CA-lib-staffing>.

 

Equal Access to Professional Development

Growing_SchoolsJust as students deserve equal access to information resources and the services of a professional school librarian, classroom teachers also benefit from working with a professional school librarian. In “How some California schools are overcoming school librarian shortages” written for EdSource: Highlighting Strategies for Student Success  (spotlighted in the previous post), reporter Lillian Mongeau quoted Charles Drew College Preparatory Academy 3rd-grade teacher Laura Todorow: “I feel a school librarian is a non-negotiable necessity in any school.”

School librarians align the library collection with curricula and provide engaging books and electronic resources that support teachers’ teaching. They coplan and coimplement instruction to integrate literature and information into the classroom curriculum. Along with classroom teachers, they model and promote the behaviors of lifelong learning.

The National Education Association image “collaboration is everything” is spot on. When classroom teachers and school librarians coplan and coteach, they provide job-embedded professional development for one another. Teaching together in real time with real students, curriculum, resources, supports, and constraint helps educators become more proficient at their craft. Having a peer to bounce ideas off of and problem solve with is a growth opportunity that every educator should experience.

However, in schools without professional school librarians, classroom teachers, principals, and students may be unaware of what they are lacking. For educators who have not experienced the job-embedded professional development benefits provided by collaborating school librarians, I highly recommend Growing Schools: Librarians as Professional Developers (Abilock, Fontichiaro, and Harada 2012). Chapters in this book written by library practitioners and researchers alike highlight some of the many ways school librarians contribute to school improvement efforts.

School librarians can help the school learning community reach capacity. Through providing on-site professional development through coteaching, one-on-one faculty mentoring, and ongoing faculty workshops, school librarians are positioned as leaders who can assist principals in achieving their school improvement initiatives and reaching their academic goals for their schools.

All educators improve their instructional practices through working side by side with colleagues. On-site, job-embedded professional development is a win-win-win-win model for students, teachers, librarians/specialists, and administrators.

All educators deserve this kind of support for their own professional development. With so much pressure on teachers to improve student achievement, having real-time access to professional learning with a school librarian is a social justice issue for educators as well as for students. As Dr. Lankes states, “The greatest asset any library has is a librarian” (29). A professional, 21st-century, collaborating school librarian should be a non-negotiable necessity for every school.

Works Cited

Abilock, Debbie, Kristin Fontichiaro, and Violet H. Harada. Eds. Growing Schools: Librarians as Professional Developers. Santa Barbara, CA: Libraries Unlimited, 2012. Print.

Lankes, R. David. The Atlas of New Librarianship. Cambridge, MA: MIT Press, 2011. Print.

Mongeau, Lillian. “How some California schools are overcoming school librarian shortages.” EdSource: Highlighting Strategies for Student Success. 26 May 2014. Web.  2 June 2014. <http://tinyurl.com/CA-lib-staffing>.