Project+Page-Assignment+1.4

Paper outline -Intro Benefits to Students Benefits to teachers reflection

What do you think Yahnira ? I am a bit lost on this, but I am thinking this maybe what we are supposed to do. Did you see the post that we actually highlight the quotes? Did I read that right? I believe we are on the right track. She said she wants the t-chart(Pre-writing) and the draft on the wiki only. As far as the highlighting, we are supposed to highlight our reflections in the paper. By highlighting would making it bold qualify? I did see that she explained about the citations which we had already done correctly on our t-chart. Also, as i copied and pasted the document over to Word, it comes out to over three pages plus the Works Cited. See what you think and delete I guess any unneeded information. This is very confusing because there is no way we can add all of our noted into a two page report. Yahnira, this looks really good to me. I made a few slight changes-little things like making sure we always said teacher and teacher-librarian. When I pasted to Word, it came up only 1 1/2 pages. I am pretty sure we have to single space. So, I will think on additions today and maybe between the 2 of us, we can add a little more. I did put a note in towards the bottom in red-about which powerpoint you were referring to. I know we still need to cite that Indiana University website and at least one of Dr. M's powerpoints. Do you have any idea how to cite a powerpoint??? I will post a question on Blackboard and then cite it once we have an answer. All in all, I think we are on the right track to hit our Wed. goal like you said above! YEAH US!!! Let me know if you don't like any of the changes- you won't hurt my feelings. I think that you are right on the T-Chart and this writing process. I think we are looking good. I will also go over the rubric today to see where we are weak. I added the cooperation powerpoint following her citation rules. I added couple more sentences towards the end of the paragraphs, what do you think? Let me know of a time for tomorrow so we can wrap it up and submit it. I am so glad you approve of our work, I believe as long as the rubric is as we understand it we are good. I added a little bit to the last 2 paragraphs. Please check them over to see what you think. Beyond that I think this looks pretty good! I looked over the rubric-I think we may not have totally covered the benefit for administration-Content section-20 pts covers-teachers, teacher librarians, students and admin. 15 is if we cover 3 of the 4. Can you think of anything to add to cover that???? I am also unsure if bolding our opinions/summary is enough. She actually has them highligted in yellow on the rubric. Last thing-I can't for the life of me figure out how to cite that webpage that we quoted. I don't want us to lose points for my mistake! I added the slide numbers when the powerpoints were cited. Can you think of anything else??? BTW-thanks for being such an awesome partner! I will be home all evening if you want to call whenever it is convenient for you.


 * When two professionals work together in a collaborative manner, the students aren't always the only ones that benefit**. The teacher and the teacher-librarian each have a chance to gain valuable contacts, experiences, and confidence in this new-found partnership not to mention the fact that the students are able to receive more individualized attention (Peg Kindergarten Teacher) . When teachers and teacher-librarians work together, this process "impacts the academic achievement of every single child in a building" (Paula Elementary School Principal). Through collaboration, the teacher and the teacher-librarian get "more ideas because we feed off of each other" (Peg Kindergarten Teacher). **This allows teachers to do more with their time. The old adage is that we should "work smarter, not harder" and collaboration is an excellent example of this practice.**


 * Today's students are faced with the reality of state mandated exams and curriculum that are based on theories and philosophies of individuals who do not take into consideration every students needs and environmental factors. However, through** **collaboration between the teacher and the** **teacher-librarian students are able to grasp a more exact picture of what is being taught**. Incorporating information literacy throughout the curriculum provides an integrated and coherent way to focus on student learning (McGregor 202). As Tracy, the art teacher, mentioned collaboration provides an opportunity for students to expand their learning by relating what they study to common day items.Teaching through inquiry and reflection enables students to learn about and relate to the world outside the school in a meaningful way (Mc Geregor 202). **Collaboration also provides opportunities for students to learn and get** **feedback for academic success. Targeting students weaknesses is a huge benefit for a teacher planning, with this they know exactly what objectives to target**. **When two teachers are in the room, students will be able to receive more instruction and individualized assistance.** "When media specialists, technology specialists and teachers collaborate to implement a quality learning experience, the odds of success are doubled."(Indiana Learners Collaborative Planning []). **The most significant benefit collaboration brings for students is that they know someone cares because they will be able to see more than one individual working towards them achieving academic success. This will motivate students to work together with teachers to acquire that success.**


 * As students have to adjust to new curriculum guidelines so do teachers and many times some teachers do not make an effective transition. Through collaboration with a media specialist, teachers are given so many** **unforseen** **rewards.** **As the requirements for documentation pile up for classroom teachers, there is a drastic need for everyone to lighten their load. Through collaboration, teachers and teacher-librarians share the struggles and the celebrations involved in designing an engaging and successful lesson.** Effective teacher and teacher-librarian partnerships work together to build upon past successes and reflect on previous collaborative experiences to effect improvement (McGregor 199). **In order to accomplish such tasks, a media specialist must stay abreast of curriculum changes, keep current of teaching practices and learning, maintain a good communication with teachers and administrators and above all have the desire to help**. By working together, they provide learning experiences that respond to the learning needs, provide resources at point of need, give teachers a working partner, and promote academic achievement (McGregor 201). This process allows teachers more planning time as Peg, a kindergarten teacher mentions. **Teacher and teacher-librarian collaboration also allows** **the teacher to take a** **different perspective on the curriculum. Many times through co-planning and co-teaching, a teacher-librarian may be able to provide another way of introducing a particular theme or objective. Two heads work better than one. A significant benefit of teacher and teacher-librarian collaboration is that sometimes a librarian is able to identify a student's academic learning need. Unfortunately, in almost every class, there is often a child who goes unnoticed or under-serviced and as they visit the library, the teacher-librarian may be able to identify the students strengths and weakness by his/her reading preference, especially the reading level. This information may be helpful to a teacher who is giving a child reading information above the child's reading abilities**. As the Cooperation and Collaboration PowerPoint mentions on slide number 5, it connects students and teachers with one another because the librarian is aware of their needs and interests. **As teachers, we must be receptive towards asking and receiving help, we are no longer alone. Every school is equipped with people who are willing to help, often they are simply afraid of offering their services. There are plenty of teacher and teacher-librarian collaboration projects waiting to happen we simply need to open the door.**


 * Administration cooperation and collaboration with teacher-librarian projects is a pivotal point in the success of such program. All schools are under the ruling of one or two person's the administrators. Their support to collaboration will make or break any collaboration projects.** As librarians one must collaborate with administration to help achieve the school's instructional goal (Moreillon, 5). As the Cooperation and Collaboration PowerPoint points out, a teacher-librarian must collect student data to show the impact of classroom-library collaboration to all, especially administrators. **Most administrators base their decisions on data available, if as teacher-librarians we are able to present data representing a gain in knowledge and success in academics the more willingness administrators will have to promoting such efforts.**

As detailed in the Cooperation and Collaboration PowerPoint states on slide number 4, collaboration requires communication, shared goals, objectives, assignment of responsibilities, flexibility and negotiation. **Collaboration is a common need in most schools. It provides benefits for students, teachers and librarians to feel more effective and successful, which should be a teacher's ultimate goal. All of our students deserve the opportunity to be great and teacher-librarian teamwork, collaboration and cooperation are all significant in reaching such goal for the future of our student's.** **Through collaboration, teachers and teacher-librarians can form a strong professional bond that benefits everyone.**

Works Cited: 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.

//Cooperation and Collaboration//. Dr. Judy Moreillon and Dr. David Loertscher. Texas Woman's University, 2009. Slide program 4,5,8.


 * "IN Collaborative Planning Sheets, pg 41." //Indiana Learns Collaborative Planning//. Indiana Department of Education. Web. 18 Sept. 2009. ** [].


 * [|Schultz-Jones, B. (2009, March). Collaboration in the School Social Network. //Knowledge Quest// 37 (4), 20-25.] ** Retrieved August 17, 2009, 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]

[|Zmuda, A. (2008, September). What Does It Really Look Like When Students Are Learning in the Library? //School Library Media Activities Monthly// 25 (1), 25-27.] Retrieved August 17, 2009, from Library, Information Science & Technology Abstracts with Full Text database

"Kindergarten Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. .

"Third Grade Teacher." Interview by Judi Moreillon. Web. 19 Sept. 2009. .

"Elementary Art Instructor." Interview by Judi Moreillon. Web. 19 Sept. 2009. .

"Principal." Interview by Judi Moreillon. Web. 19 Sept. 2009. .