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The Collaboration Handbook by Toni Buzzeo

The Collaboration Handbook by Toni Buzzeo. Cynthia Sankey , School Library Media Specialist Floyd Elementary School March 20, 2014. About the Author.

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The Collaboration Handbook by Toni Buzzeo

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  1. The Collaboration Handbookby Toni Buzzeo Cynthia Sankey, School Library Media Specialist Floyd Elementary School March 20, 2014

  2. About the Author • Toni Buzzeo is a veteran library media specialist, as well as an author. She holds an M.A. from the University of Michigan in English Language and Literature and an M.L.I.S. from the University of Rhode Island.

  3. Essential Question of the day: ARE YOU READY TO TRANSFORM YOUR LIBRARY INTO THE 21ST CENTURY

  4. Book Study - Structure • There are four sections: • Section one- explore the levels of instructional partnership using an instructional partnership continuum-from cooperation to coordination to collaboration to data-driven collaboration-and work to move yourself or your LMSs forward on this continuum • Section Two- you will examine methods of recording and assessing collaborative work with the opportunity to try out a variety of templates and assessment tools. • Section Three- you will investigate the common roadblocks to collaboration and the methods for overcoming these roadblocks as well as the need for advocacy within our buildings, districts, and various professions • Section Four- you will glimpse the new frontiers revealed by student achievement studies and the move toward evidence-based practices as well as integration of new technologies in a Web 2.0 world

  5. Chapter 1-The Library Media Specialist’s Taxonomy- By David V. Loertscher(pgs. 4-5) • 1. NO Involvement-The LMC is bypassed entirely. • 2. Smoothly Operating Information Infrastructure-Facilities, materials, networks, and information resources are available for the self-starter delivered to the point of need. • 3. Individual Reference Assistance- The library media specialist serves as the human interface between information systems and the user. • 4. Spontaneous Interaction and gathering Networks respond 24 hours a day and 7 days a week to patron requests, and the LMC facilities can be used by individuals and small groups with no advance notice.

  6. Conti. LMS’s Taxonomy • 5. Cursory Planning- There is informal and brief planning with teachers and students for LMC facilities or network usage-usually done through casual contact in the LMC, in the hall, in the teacher’s lounge, in the lunch room, or by e-mail. (For ex: Here’s an idea for an activity/Web site/new materials to use. Have you seen…? There’s a software upgrade on the network.) • 6. Planning Gathering-Gathering of materials/access to important digital resource is done in advance of a class project upon teacher or student request. • 7. Evangelistic Outreach/ • Advocacy-A concerted effort is made to promote the philosophy of the LMC program.

  7. Conti. Chapter 1-LMS Taxonomy • 8. Implementation of the Four Major Programmatic Elements of the LMC Program • Four Major Programmatic Elements of the LMC Program • The four LMC program elements-collaboration, reading literacy, enhancing learning through technology, and information literacy… are operational in the school. The LMC is on its way to achieving its goal of contributing to academic achievement. • 9. The Mature LMC Program • The LMC program reaches the needs of every student and teacher who will accept its offerings in each of the four programmatic elements.

  8. Conti. Taxonomy • 10. Curriculum Development- Along with other educators, the library media specialist contributes to the planning and organization of what will actually be taught in the school or district. (Loertscher 17)

  9. Examples of Cooperation Initiated by Teachers or Administrators(pg. 7-10) • Examples of Cooperation Initiated by Teachers or Administers • A teacher asks for a collection of books to accompany a unit of study, and the LMS supplies them • Suggestions of new materials to be added to the collection, and the LMS adds them to the consideration list • LMS bookmarks Web sites appropriate for the reading and grade level of students • A principal inquires about using library space to host a visiting lecturer, and the LMS schedules the LMC for that period • Examples of Cooperation Initiated by the Library Media Specialist • Notify teachers of useful databases for a current unit • Purchase new materials to support recurrent themes or projects, and schedule a new materials open house in the LMC • Direct the principal to the newest research on learning styles

  10. Chapter 2-The Instructional Partnership Continuum: Moving from Cooperation to Coordination • LMS will target and gather materials based on advance discussions with faculty and play an integral instructional role. • LMS will develop a Tickler File that serves as a reminder to approach teachers for the next year, in advance of projects or units that the LMS will help collaborate with them to focus on student learning outcomes.

  11. Conti.Chapter 2 • Benefits of Coordination(pgs. 22-27) • When teachers and LMSs engage in coordinated instruction, all members of the school community benefit: teachers, LMSs, administrators, and students. • Benefits to Teachers: Pre-searched topics (LMS ensures that appropriate materials are available for all learners) • Access to LMS expertise with technology, including new resources and searching strategies and multiple literacy skills are integrated. • Benefits to The LMS: • New partnerships with teaching colleagues • A chance to integrate information skills into content areas • Opportunities to develop a more dynamic LMC facility

  12. Conti. Chapter 2 • Benefits to Administrators: • Teaching colleagues developing beneficial instructional partnerships • Assurance that the time and energy of the LMS are used more effectively • An enriched and deepened school culture • Benefits to Students • Reliable and age-appropriate Web resources • Opportunities to learn independent use of relevant, integrated information skills • A chance to learn lifelong multiple literacy skills while completing content area assignements

  13. Chapter 3_ Instructional Partnership Continuum: Moving from Coordination to Collaboration (pgs. 29-41) • Benefits of Collaboration • Benefits to Teachers: • Opportunity to watch/learn how a colleague approaches/teaches a topic • A plan IN WRITING (a road map) with goals/objectives are articulated • Benefits to the Library Media Specialist • Opportunity to take some risks/try new things with mutual support and a lightened load • Use skills in instructional design, teaching, and assessment • Address school learning goals and influence student achievement • Benefits to Students • Instruction by two or more teachers each with his or her own teaching style to match a diversity of learning styles

  14. Chapter 3-The Instructional Partnership Continuum: Moving from Coordination to Collaboratio(pgs. 29-41) • LMS Best Practices • AASL’s Standards for the 21st Century Learner • These are the essential elements that SLMS programs should focus on: • Learning through technology • Instruction in reading literacy, information literacy, and, in the parlance of AASL’s Standards for the 21st Century Learner, digital and visual literacy • Coordination is an essential element of the instructional offerings in an excellent SLM program.(Must promote your LMC Program)

  15. Cooperation Defined • Cooperation begins at Level 3 on the Loertscher’s Taxonomy • The teacher and LMS work independently but come together briefly for mutual benefit. • LMS begins to have an instructional role (limited to individual instruction or assistance to the faculty member. • Level 4 and 5-LMS moves from a low level of just gathering materials to a higher level of being involved with instructional planning. • Level 6 LMS advances from cooperation to coordination with advance planning concerning materials for instruction and instruction itself. • Level 7- LMS makes the school community aware of their outreach and advocacy (willingness to occupy an instructional role throughout the school and content areas. • Finally, at Levels 8, 9, and 10, the LMS is firmly involved in the instructional role of the school of collaborative teaching.

  16. Chapter 5- Unit Planning Templates(pgs. 57-64) • Collaborative Planning Resources • Collaborative Teacher-LMS Form • Article – “How Programming Documents Can Lead to Collaborative Success Stories,” can give teachers crucial guidance they need in fulfilling their collaborative roles in your partnerships • http://atim.cc

  17. Conti Chapter 5- Unit Planning Templates(pgs. 57-64) • There are many elements included on collaborative planning forms. Some are essential to any form while some are essential only to the particular LMS, faculty, or school where the plan is being implemented. These elements are: • Unit Title • Participant Names • Grade Level • Project/Unit Overview/Description • Time Frame • To Do List • Resources • Print • Electronic • Audiovisuals • Timeline

  18. Chapter 6: Assessment • The Role of Assessment in Collaboration • Formative and Summative Assessment • Ongoing activity

  19. Chapter 6- Assessment(pgs. 65-80) • What is assessment? Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Cooper, n. pg.)

  20. Essential Questions • 1.What is working well at your current level on the Taxonomy? • 2. What is your goal for your library media program on the Taxonomy? • 3. How will it support the school curriculum goals in reading, math, science, social studies. • 4. What is keeping you or your LMS from moving ahead to the next level? • 5. Are there some teachers with whom you could begin working with now? • My Goals 3 collaboration goals that I have created for our school library media program that I will continue to work on are: • To ensure that our school library media program has a quality curriculum-based collection and technologies; to continue to teach lessons to support the curriculum and to apply a variety of research-based instructional strategies that are appropriately matched to the content being taught and that engage all learners in meaningful ways. (2.6) • To work with colleagues to collect and analyze modifications to facilitate positive learning environment and to use summative assessments to measure learner attainment for specific learning targets. (2.7) • To collaborate with colleagues to assess student work and identify a wide variety of  modifications in instructional resources and delivery methods by using formative assessments to provide specific and timely feedback to assist learners who are meeting learning targets and to adjust instruction. (2.8)

  21. Chapter 6: Assessment Strategies Questions • What assessment strategies are you currently using to assess students in your LMC? • Purposes of Assessment • -To engage student learning • Assessment Instruments • Checklists • Rubrics • Exit Slips • Conferences http://www.lrs.org/documents/fastfacts/288_School_Staffing_Trends.pdf

  22. Evidence of Student Achievement –(pgs. 109-116) • Student Achievement Studies(pg. 109-110) • To date, 23 state/provincial studies have been published or are currently underway: • Colorado Study (Lance, 2005) • The Impact of School Library Media Centers on Academic Achievement (has been replicated by other states, and has returned with the same results). • Results of the Studies(pgs.110-115)

  23. Data Driven Collaboration (pgs. 111-116) • Ken Haycock states that “Collaboration between teacher and LMS not only has a positive impact on student achievement and growth of persons” (38) • Mike Eisenberg says that the library field has come to realize that we need to do more than simply “say” we make a difference. • We need to focus on making changes that will demonstrate the effect(22) http://www.lrs.org/data-tools/school-libraries/impact-studies/

  24. Chapter 7 – Roadblocks to Collaboration • Collaboration between the teacher and the LMS requires the following: • Change of Focus • Philosophy • Schedule • Advocacy – is often the answer to these challenges • However, before we can over these roadblocks, it is essential to know and understand them. • Article: “ TAG Team: Collaborate to Teach, Assess and Grow.” • List of essential ingredients that LMSs might face in working toward collaboration in their library programs. (p. 84)

  25. Conti . Chapter 7-Roadblocks • 1. “Real” time for collaborative planning.- (before school and after, over lunch hours, on the weekend, whenever we could grab some time) • 2. There must be flexible access to the library and teacher-librarian for collaborative units to be successful. (fixed/flexible scheduling) • 3. There must be administrative support for a collaborative climate-instructional staff members are instructional partners. • If that support is not present, collaboration will be very difficult to get off the ground. (n. page)

  26. Chapter 8-Advocacy for Collaboration(pgs. 97-106) • The Library Media Specialist’s Role • To Inform Your Administrator • Talk the talk, but also walk the walk (show as well as tell) • Share current best practice article • Engage • Invite your principal to collaborative planning meetings • Support • Adopt the administrative initiative of the year-and show how collaboration helps to further it • Lead • Take on leadership roles that your administrator needs filled • Be actively involved in school-wide initiatives and activities

  27. Chapter 9- Evidence of Student Achievement(pgs. 109-116) • Student Achievement Studies • Alaska (Lance, Hamilton-Pennell, and Rodney, 1999) • Colorado Study (Lance, Welborn, and Hamilton-Pennel, 1993) • Delaware (Todd and Heinstrom, 2006) • Florida (Baumbach, 2002)

  28. Conti. Chapter 9 • The Library Research Service of the Colorado State Library has initiated a Web-based survey of LMS to answer this question: • What difference have all the studies made? • Collaboration-Driven Assessment(pgs. 111-116) • All this research adds up to new and indisputable knowledge: SLMs, particularly those working in collaboration with teachers as teaching partners, have an impact on student achievement.

  29. Conti. Chapter 9 • If we are wise, as SLMS, we must have done the following: • Document our influence on student achievement. • Ross J. Todd says that “part of building a strong future is providing the evidence in our schools and districts that our school libraries make rich and transformative contributions to the learning and lives of our students” (School libraries and Evidence” 17).

  30. Cont. Chapter 9 • Todd says that one way to ensure that we have that evidence is to analyze the lack in student knowledge and skills on those very tests and work, in concert with our teachers, to address these deficits in our collaboration practice by: • 1. learn to read the test data • 2. Identify areas where your students need to strengthen their skills

  31. Conti. Chapter 9 • 3.Think of ways to change student learning into collaborative units of study • 4. Approach your teachers with a plan that will benefit students and prove your value as a collaborative partner who can produce demonstrated improvements in student achievement.

  32. Chapter 10 – Integrating New Technologies

  33. Conti Chapter 10 • Web 2.0 • Blogs, Wikis, Social bookmarking sites are all examples of the new Web platform that is designed to make interaction the core feature • MPS Library WebPages(Floyd Elementary School ) • http://www.mps.k12.al.us

  34. Conti. Chapter 10 • Overcoming Resistance(pgs. 124-128) • If we are there to help our administrators, faculty, students, and community stakeholders, we must shine a light to show teachers how exciting blogs, wikis, podcasting, and other new Web tools can be used. • For Example: • LMS Crosswalk and ACCRS • Alabama Virtual Library (AVL) • Insight Tools • ALEX • SLMS Moodle Site

  35. Final Project • Develop a Collaboration Form • 3 Collaborative Goals for your LMC program • Feedback from Book study

  36. Summary • This concise, heavy-duty, power-packed volume is filled with the information teachers, librarians, and administrators need to increase levels of collaboration in their schools in order to increase student learning and achievement. • Buzzeo gives readers the why, the how, and the inspiration to build and enhance collaboration in every school. • Data-based analysis is a key component of this handbook that is designed to be used by teachers and librarians wherever they are on the collaboration continuum.

  37. Reference • Buzzeo, T. (2008). The Collaboration Handbook.

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