This module offers school principals and school librarians the opportunity to build and strengthen understanding and skills toward collaborative instruction with the school librarian and classroom faculty. This module is also appropriate for graduate candidates in school leadership and/or school librarian programs.This module is based on the British University learning model. In England, Small groups of learners meet once a week with a "tutor" - AKA professor to discuss relevant topics, share their work, submit assignments and get feedback. While the faculty suggests resources, learners are expected to conduct research to find their own. This model is especially applicable to school library and school principal candidates who need to build research skills for on-going professional development in the field. Librarians, of course, always need to hone their research skills.Like the British model, learning for this program is largely self-guided. Resources are provided for the learner to develop expertise demonstrated in three major assignments: a white paper, a tri-fold pamphlet, and an analysis of a case study.Candidates must demonstrate and justify competence in targeted ISLLC and ALA Standards to successfully complete the module. This competence is assessed by a rubric used by the candidate for self-assessment and by faculty for performance assessment .Because the learning for this module is largely self-guided, faculty needs to be available for consultation through regularly scheduled office hours and email. The goal of this consultation is to provide coaching and explanation. Faculty will use the Discussion Board Task as formative assessment to guide facilitated instruction and coaching. Summative assessment is demonstrated by the three artifacts produced in the module.
Recorded webinar session from March 30, 2016, presented as a professional learning component to STEM teacher and school librarian participants of the IMLS funded School Librarians Advancing STEM Learning (#SLASL 2016) project. Webinar #3: Collaborative Implementation
This textbook provides information on the practice of teaching special education in the secondary schools. Research-based practices are explained for supporting student functioning in language arts, math, and other content areas. Specifically, the eight chapters address: (1) Introduction to secondary special education; (2) Curriculum-based measures to inform learning; (3) Strategies for working in a co-teaching environment; (4) Strategies for improving student behavior; (5) Strategies to support post-secondary transition; (6) Strategies for improving student outcomes in reading; (7) Strategies improving student outcomes in writing; and (8) Strategies for improving student outcomes in math.