This was a presentation presented in collaboration with Dr. Judi Moreillon of Texas Women's University and teams of teacher librarians from around the country representing Elementary, Middle and High School programs.

1. http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA

2. Common Scores
Instructional Partnerships
that Deliver SUCCESS!
ALA Annual Convention
Chicago, Illinois
June 2013

3. Presenters
Judi Paradis,
Elementary Librarian
and
Marianne Duffy,
1st-grade Teacher
Plympton Elementary School,
Waltham, Massachusetts

4. Presenters
Sabrina Carnesi,
Middle School Librarian
Crittenden Middle School
Newport News, Virginia
and
Naadira Mubarak,
Teacher
Syms Middle School, Hampton, Virginia

5. Presenter
Stacy Cameron
Pioneer Heritage Middle School
Frisco Independent School District (ISD),
Frisco, Texas
Representing Prosper High School
Prosper, Texas

6. Presenter
Judi Moreillon, Assistant Professor
Texas Woman’s University,
Denton, Texas

7. http://commonscores.wikispaces.com

8. Introductions
1. Instructional-level Groups
2. Meet your neighbors.
3. Who are you?

9. Disclaimer

10. All of photographs used in this presentation were provided by classroom teachers
and school librarians who cotaught lessons from Coteaching Reading
Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact
(Moreillon 2013). All images are used with permission.

11. Objectives:
At the end of this workshop, you will be able to:


Identify the benefits of classroom-library
collaboration for instruction for all
stakeholders.
Cite research that confirms positive
correlations between the collaborative work of
school librarians and student achievement,
particularly in reading and language arts.

12. Objectives:
At the end of this workshop, you will be able to:



Identify connections between the common core
of the library program and CCSS or other
state-level standards.
Specify skills, dispositions, and
responsibilities of instructional partners.
Apply a rating scale to self-assess
development as L4L school
librarians and identify specific areas for
improvement based on AASL‘s five roles
for school librarians.

13. Objectives:
At the end of this workshop, you will be able to:



Deconstruct/assess (with a checklist) a lesson
or unit plan published as a Knowledge Quest
40.4 ―Coteaching‖ article.
Hear first-hand experiences of successful
instructional partnerships.
Gain strategies for coteaching and advocating
with site- or district-level administrators for
instructional partner role.

14. Classroom-Library Collaboration
for Instruction
What are the benefits to
• Students
• Educators
• Administrators?

17. Pollev.com or Text to 37607
Who is your
primary service population?
Students
Teachers
350529
or
350530
http://www.polleverywhere.com/multiple_choice_polls/5iThm4hN9ergxwI

18. Poll Everywhere: 22333
Who is your primary service population?
Students 350529
or
Teachers 350530?
―When school librarians are asked,
‗who do they serve?‘ most would
answer ―students,‖ yet the primary
clientele is terms of power, impact,
and effect would be teachers‖
(Haycock 2010, 3).

19. Think…
about preparing for an individual, potluck, or
planned and shared party meal.
All images copyright-free from MorgueFile.com

20. What different considerations do you
have if you are:
– eating
a meal at home alone?
– bringing
a dish to an unplanned
potluck?
– bringing
veggies because someone
decided all the people whose last
names begins with A-D will bring
veggies?

21. Classroom-Library Collaboration
is like planning, cooking, eating together
at a special party – and cleaning up
together! It involves…
collaborating with others to determine a theme
(goals and objectives),
date, time, and location (scheduling),
sequence of events (lesson or unit plan),
means to document the party (learning artifacts
or exam),
and feedback from party-goers (assessment) for
the food, decorations, music, activities, and more?

22. Cooperation
These are some key ideas and phrases that
describe cooperation:
 Dividing up the work
 Being flexible
 Getting along
 Communicating
Cooperation is an
 Listening to others
important part of
effective school librarianship.

23. Collaboration
These are some key ideas and phrases that
describe collaboration:
 Standards-based curricular focus
 Joint planning and designing of learning
experiences
 Common goals and shared objectives
Collaboration is an essential aspect
of effective school librarianship.

24. Coteaching
These are some key ideas and phrases that
describe coteaching:
 Shared and negotiated responsibilities during
planning and lesson implementation
 Co-modeling and co-monitoring
 Co-evaluating (students‘ learning processes
and products, the collaborative process and the
lessons or units themselves)
Coteaching is an critical to the future of school
librarianship.

25. Coteaching Strategies

Center Teaching

26. Coteaching Strategies

Parallel Teaching

27. Coteaching Strategies

Alternative Teaching

28. Coteaching Strategies

Team Teaching

29. Coteaching Strategies

Team Teaching

30. Coteaching Strategies

Team Teaching

31. Coteaching Strategies

Team Teaching

32. Research-based Evidence
•
•
Research in sixteen states and one
Canadian province shows that wellfunded, professionally-staffed school library
programs based on classroom-library
collaboration correlate positively with
student achievement, particularly in reading
(Library Research Service 2013).
Summary from Kachel, et. al. 2011
http://libweb.mansfield.edu//upload/kachel/ClassChart.pdf

33. Evidence FOR Practice


Creating 21st-Century Learners:
A Report on Pennsylvania’s Public School Libraries
•
•
―The librarian collaborates closely with
classroom teachers in every subject area to
teach students everything from making
sense of the information they gather to
collaborating with other students to create
new knowledge‖ (PA School Library Project
2012).

34. Evidence FOR Practice


•
•
•
Creating 21st-Century Learners:
A Report on Pennsylvania’s Public School Libraries
The overall findings fit with research we‘ve
seen in other states—
access to a full-time, certified school librarian
significantly impacts
students achievement in reading (PA
School Library Project 2012).

35. More Evidence …
School librarians have the greatest impact
on student achievement when they practice
coplanning, coteaching, teaching ICT
(information and communication
technology), and providing inservice
workshops.
 These are among the library predictors of
students‘ academic achievement on
standardized tests, particularly in reading
and language arts (Achterman 2008, 62-65).


36. Still More Evidence…
In a collaborative school culture, teachers
report that the school library conducts
substantial,
 cost-effective,
 hands-on professional development
 through the cooperative design of
learning experiences;
 school librarians have instructional
expertise; and…


37. Still More Evidence…

the school library offers a learning
environment that is based on a “complex
model of teaching and learning of
teaching and learning that is exploratory
and highly motivational”
(Todd, Gordon, and Lu 2012, xxii-xxiii).

38. Still More Evidence
Administrators correlate a successful educational
program with




an active,
collaborative, and
resourceful library program (Lance et. al. 2010,
15-16).
Principals who support collaborative efforts
amongst classroom teachers and school
librarians acknowledge the results of these efforts
are demonstrated in academic achievement
and increased scores on standardized tests.

39. Still more evidence

In a collaborative school culture, principals:

―endorse a whole school, 21 century learning
environment where educators model
collaboration for students as they collaborate;
encourage a culture of innovation, risk
taking, and high expectations and
acknowledge the actions school librarians take to
shape a school culture of deep learning‖
(Todd, Gordon, and Lu 2012, xxii).



40. Evidence IN Practice

School librarians‘ effectiveness as educators may

hinge on being considered a peer by classroom
teacher colleagues and equals with classroom
teachers by administrators.

As Zmuda and Harada attest, ―Effective
partnerships help teachers to meet their
existing priorities, which include the
implementation of a standards-based
curriculum‖ (2008, 38).

41. Standards, Processes, and
Applications
Sit in groups of three or four.
Shuffle and deal the puzzle parts.
Take turns reading each puzzle part.
Determine a keyword or keywords.
Discuss as a group in which column
this piece fits.
– Place the piece on the board under
CCSS, AASL
Standards, Inquiry, Reading, or
Applications.
–
–
–
–
–
41

42. A Word about
Inquiry and Reading
Inquiry
Motivation/Negotiation
Plan/Formulation
Investigation
Construction
Presentation
Evaluation/Reflection
42
Reading Strategies
Activating or Building
Background Knowledge
Questioning
Determining Main Ideas
Making Predictions and
Drawing Inferences
Synthesizing
Defining/Refining the
Purpose for Reading

43. Standards, Processes, and
Applications
Sit in groups of three or four.
Shuffle and deal the puzzle parts.
Take turns reading each puzzle part.
Determine a keyword or keywords.
Discuss as a group in which column
this piece fits.
– Place the piece on the board under
CCSS, AASL
Standards, Inquiry, Reading, or
Applications.
–
–
–
–
–
43

44. Define, Discuss, and Self-Assess:
 Skills
 Dispositions
 Responsibilities
of effective instructional partners.

45. Researched-based
Instructional Strategies
Category
Percentile
Gain
Identifying similarities and differences
45
Summarizing and note taking
34
Nonlinguistic representations
27
Cooperative learning
27
Setting objectives and providing
feedback
Questions, cues, and advance organizers
23
22
Marzano, Pickering, and Pollack 2001

46. Available from AASL

47. Successful Teams: Share their stories.
Copyright-free image from Morguefile.com

48. Job-embedded
Professional Development

Professional Learning Communities
―The single most effective way in which
principals can function as staff development
leaders is providing a school context that
fosters job-embedded professional
development‖
(DuFour 2001, 14–15).

49. Two Heads Are Better than One
I am a teacher.
I am a teacher, too.
I teach in the classroom.
I teach in the library.
And we teach even better
side by side
we two.

50. Sometimes I approach you
with a new resource or
tool.
Sometimes I approach you
with a learning problem
to solve.
We take turns leading
and following
and always working
together
as equal partners.

51. We plan for instruction
with student outcomes
in mind.
We brainstorm.
We negotiate.
We bounce ideas off each other.

52. I bring my knowledge of
individual students.
I bring my knowledge of
resources.
And we both bring our knowledge
of curriculum standards
and instructional strategies
and our love of learning!

53. We determine the
essential questions.
We select the best resources.
We build scaffolds
and bridges
to help learners succeed.

54. We model the tasks.
We model the process.
We assess our examples
with checklists and rubrics
that we designed together.
Then we turn the students loose…

55. to develop questions,
to make choices,
to locate, analyze, and
evaluate information
and ideas,
to develop strategies,
to organize their thinking,
to create new understandings.

56. With the guidance
of two educators,
with four helpful hands,
we monitor,
we adjust.
We give twice the feedback.
We are a team.

57. Two reflective practitioners,
two avid learners,
two joyful explorers
who know…
that two heads,
yes, two heads,
are better than one!

58. A ripple? Or a wave? It’s up to US!

59. References
Achterman, Doug. 2008. Haves, Halves, and Have-nots: School Libraries and Student
Achievement in California. Diss. University of North Texas. Denton, Texas: UNT
Digital Library. http://digital.library.unt.edu/ark:/67531/metadc9800/m1/1/.
Click. ―Kk_metro_library.11.‖ JPG. Morguefile.
http://www.morguefile.com/archive/display/186843.
Coteaching Photographs. All Used with Permission. ©2013 Judi Moreillon
DuFour, Rick. 2001. ―In the Right Context: The Effective Leader Concentrates on a
Foundation of Programs, Procedures, Beliefs, Expectations, and Habits.‖ Journal
of Staff Development 22 (1): 14-17.
Haycock, Ken. 2010. ―Leadership from the Middle: Building Influence for Change.‖ In
The Many Faces of School Library Leadership, ed. S. Coatney, 1-12. Santa
Barbara, CA: Libraries Unlimited.
Kachel, Debra E. et al. 2011. School Library Research Summarized: A Graduate Class
Project. Mansfield, PA: School of Library & Information Technologies
Department, Mansfield University.
http://libweb.mansfield.edu/upload/kachel/ImpactStudy.pdf.

60. References
Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. 2010. ―The Impact of School
Libraries on Academic Achievement: A Research Study Based on Responses from
Administrators in Idaho.‖ School Library Monthly 26(9): 14-17.
Library Research Service. 2013. School Library Impact Studies. http://lrs.org.
Marzano, Robert. J., Debra J. Pickering, and Jane E. Pollock. 2001. Classroom
Instruction that Works: Research-based Strategies for Increasing Student
Achievement. Alexandria, VA: Association of Supervision and Curriculum
Development.
Moreillon, Judi. 2013. Coteaching Reading Comprehension Strategies in Elementary
School Libraries: Maximizing Your Impact. Chicago: ALA Editions.
Moreillon, Judi and Susan Ballard. (eds). 2013. Best of KQ: Instructional Partnerships:
A Pathway to Leadership. Chicago: American Association of School Librarians.
Todd, Ross J., Carol A. Gordon, and Ya-Ling Lu. 2012. ―Clone the School Librarian‖:
Evidence of the Role of the School Librarian in Professional Development.‖ Growing
Schools: Librarians as Professional Developers. Santa Barbara, CA: Libraries
Unlimited. xxii-xxiii.
Word Clouds. 2013. Wordle.net. http://wordle.net.

61. Wiki Support for this Presentation
http://commonscores.wikispaces.com