Collaboration+from+Teams

=**Collaboration Comments from Team 1**=

1. Do Marcus' arguments have merit? If so, support/ document your finding. We believe his arguments have merit. He's trying to bring his SLMP up the taxonomy and incorporate more collaboration. But Mr. Brown needs to promote collaboration first to get other faculty members on board. Maybe he can keep the same schedule, but try to incorporate classroom objectives in the 30 minutes class time he has in the media center. According to //Empowering Learners//, the school library media program promotes collaboration among members of a learning community. His method of approaching the principal for help is a good start, as stated in Morris' book, the principal's help is vital to beginning collaboration with teachers.

2. On the taxonomy, where do you think Marcus is operating the Eastgate Library Media Program? We think that Marcus' program is operating between the 2-3 level of the Taxonomy of the School Library Media Specialist.

3. Could Marcus do more with the students under the current routine? What about assessment of student learning? As stated earlier, Marcus could go to the teachers and try to structure his library time around what concepts the teachers are teaching in the classroom. He could also do an interest inventory with the students to try to pick books that interest them and promote reading for pleasure. If he consults the state's course of study he knows that the students will be assessed at the end of the year on certain standards. He can try to help in these areas by integrating technology to supplement the curriculum. He could also use formative assessments to see if the students are grasping the information skills he is teaching in the media center.

4. Could Marcus do more with teachers under the current routine? How do you think Marcus plans with teachers at Eastgate? Yes, he could do much more with the teachers under this current schedule. He could use lunch time, emails, phone calls, etc. Maybe even have a request form to hand the teacher when he/she drops off her class, so he'll know what to focus on the next time he meets with the class. This way the teacher could return it at when she picks up her class. I don't think Marcus is planning with the teachers at all at this time. The only thing they discuss is what time they're coming to the media center.

5. If you could interview Marcus about his responsibilities as a library media specialist in his previous positions, what questions would you ask? - How did you become a collaborative partner with the teachers at your previous school? Maybe you could use those same methods/strategies. - What were your responsiblities at your previous school? Are they the same or different from what they are now? - 6. How does the notion of collaboration relate to the school library media center and its program? Collaboration is at the center of any successful school library media program (SLMP). As stated in //Empowering Learners// guidline number one, the SLMP encouragers learners to be independent, lifelong users and prodcuers of ideas and information. Without collaboration you cannot have positive partnerships that will promote an increase in student achievement. These partnerships must be formed with teachers, administrators, students, parents, and community members to provide opportunities for educational growth.

**7. If Marcus wants to change his role at Eastgate, __what does he need to know__?** What steps should he take? Support your statements. **Re-write to include "what" Marcus needs to know and then write what steps he would take to "know" what he needs to do to begin collaboration.** He knows what to do, he learned his roles and guidelines in his university's library media specialist program. He is just unsure of how to begin. He first needs to reach out to the teachers, he needs to make them aware of his goals for the SLMP, and get them all working toward a common goal. He needs to point out all the ways his help can be beneficial to them in the classroom and cut down on their own instructional planning time. He should also tell teachers how he can help reinforce skills that are being taught in the classroom. Another good step to take would be to reach out to the community. Get the parents and other friends and family of students to encourage reading and using 21st century skills. Invite community members in to the media center to explore all the opportunities the school as provided.

8. When Marcus changes his role, can you list 10 benefits to the library program at Eastgate? 1- Student achievement will increase, if they're using 21st century skills in the media center to reinforce skills taught in the classroom, retention will increase. There is research support the increase in test scores of students involved in a successful SLMP. 2- Students will have gained information skills to be able to research topics they need to learn throughout their life. They will also have increased information literacy skills. They will have learned to read for pleasure. 3 Roles that will improve: program administrator, more effective instructional partner, improved collaboration among SLMS/teachers/students 4- He will know which professional development programs teachers need. 5- better community outreach 6- improved practice of search and evaluation of information 7- more organized facility with aides performing assigned/expected duties 8- stronger advocate of reading for pleasure and information instead of "pointless" trips to media center 9- Advocating ethical behavior for information use 10- Teachers integrating technology to increase student engagement

9.
 * __Similarities__: || __Differences__: ||
 * Promoting 21st century skills || Didn't mention up-to-date collection/variety of technology resources in #8 ||
 * Planning professional development || No discussion of student/staff ratio in #8 ||
 * Collaboration between SLMS the teacherand student ||  ||
 * Needs assessment ||  ||
 * Media center should be user friendly/flexible access and organized ||  ||

=Collaboration Comments from Team 2= 1. Yes. In chapter two of __Empowering Learners__, the first guideline is "building collaborative partnerships"; therefore, Marcus has reason to want to build collaboration as well as have the time to perform the administrative side of being a SLMS. A main goal of the SLMS is to teach to learn although Marcus feels he is just "babysitting".

2. Marcus is operating at a level 2 due to the lack of teacher/SLMS interaction along with little to no administrative support.

3. Yes, he could inquire about the curriculum via students and/or teachers and incorporate that each week. Also, he could have more time to plan his lessons if the aide did the "housekeeping" of the media center. He could integrate formative assessments into the lessons to assess student knowledge of subject matter (core and 21st century).

4. Yes, Marcus could communicate informally through e-mail, quick conversation at drop-off, and/or through observation. Currently, there is no collaboration between Marcus and teachers.

5. ~How did you find the time to collaborate in the partner role? ~ How did you determine an effective schedule for students? ~ Were the teachers receptive to collaboration? ~ What type of administrative support did you have? ~ How did you plan and assess the skills incorporated in the SLMC?

6. Number 10 on the taxonomy is curriculum development, so collaboration is essential to an effective LMP. With the media center being the "hub" of learning, the media specialist should be accepting of and reach out to teachers/parents/students regarding collaboration to achieve higher learning.

7. Marcus needs to realize that the aide should be shelving books and supervising daily tasks. This would allow more time to plan and restructure. Also, he needs to know that teachers will be more willing if he reaches out to them by attending grade level meetings, going by their rooms during their planning times, etc. The first step is to release the daily duties to the aide. Secondly, he should work with the learning community to create/alter a mission and vision for the media center. Next, he should meet with the administrator to reconfigure his schedule. Then, he should send out a needs assessment to teachers to discover what they want and need from the media center and him. Finally, he should review the assessment then begin effective collaboration with teachers and administration for improved student achievement.

8. ~higher student learning ~ better knowledge of 21st century literacies and inquiry skills ~ improved program administrator ~ more effective instructional partner ~ improved communication among SLMS/teachers/students ~ integrated technology in classroom subject matter in and out of the classroom ~ better community outreach ~ improved practice of search and evaluation of information ~ more organized facility with aides performing assigned/expected duties ~ stronger advocate of reading for pleasure and information instead of "pointless" trips to media center

9.
 * SIMILARITIES: || DIFFERENCES: ||
 * 21st century skills || Did not mention up-to-date collection/variety of technology resources in #8 ||
 * Professional development || No discussion of student/staff ration in #8 ||
 * SLMS/teacher/student collaboratoin ||  ||
 * Assessment needs ||  ||
 * User friendly/flexible access ||  ||
 * Organized facility ||  ||

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