Author:
Kim Carter
Subject:
Education
Material Type:
Module
Tags:
Collaboration, Professional Learning Communities, School Librarian Preparation, school-librarian-preparation
License:
Creative Commons Attribution-NonCommercial-NoDerivs 4.0
Language:
English
Media Formats:
Downloadable docs, Text/HTML

Professional Culture for Improving Teaching and Learning - Module Two

Module Overview

This module engages participants in developing and applying a working theory of teacher-school library media specialist collaboration within the context of 21st century education policy and standards.

Module Preparation

From Module One:

Reflective lenses of: Self as learner Self as educator Self as library media specialist Self as team member Self as community member

Draft professional mission statement (Connected to CQI, 21C, Action Research, Dispositions)

Survey of values and perception of responsibilities: Freedom of access to information Respect for intellectual property Privacy and confidentiality Equity of access ad equitable treatment of students Digital citizenship

Section 1: Opening Experience

This brief hopefully fun interaction will engage participants in experiencing the concepts of perspective and communications.

Opening

  1. Find a partner who will be able to watch you and your screen.
  2. Identify who will be Player A/Coach B and who will be Coach A/Player B.
  3. Player A plays Capsules for 10 minutes while Coach A observes.
  4. Coach A provides observations and 1 – 2 suggestions for improvement.
  5. Player A plays for 5 more minutes.
  6. Switch roles and repeat.

Write your reflection in the Class Forum: As a Player: What did your coach see that you didn’t? Did hearing your coach’s observations and suggestion(s) impact your performance in any way? If so, how?

As a Coach: What did you pay attention to while observing your player? Were you able to offer suggestions for improvement?

Which role did you prefer? Why?

Section 2: The Competency Context - Jigsaw

Participants will read the 2014 NH DOE Technical Advisory "Minimum Standards for School Approval (with respect to changes related to competency education) and identify key points that have implications for curriculum and instructional practice. While the document focuses on high school, the expectations for competency implementation at that level have implications for all levels of the educational system.

Work Time

  1. Read the NHDOE Technical Advisory.

  2. You will be assigned a number 1 – 6. Each number represents a specific section of the Technical Advisory:

    Section I, II – All

    Section III: Number 1: Ed 306.27 (b)(3)(d) through Ed 306.27 (d) Department Comment Number 2: Ed 306.27 (e) through Ed 306.27 (g) Department Comment Number 3: Ed 306.27 (j) through Ed 306.27 (l) Department Comment Number 4: Ed 306.27 (n) through Ed 306.27 (s) Department Comment Number 5: Ed 306.27 (u), (v) through Ed 306.27 (x) Department Comment Number 6: Ed 306.27 (z) through Ed 306.27 (aa) Department Comment

  3. Identify the key points for each section for which you are responsible. In particular, highlight: • key directives and expectations • strong position statements • notable shifts from past and/or accepted practice

  4. Enter your responses in the Key Ideas Google Doc [or your class's designated collaborative work space] by the designated time (as directed by your instructor or agreed upon by participants) before moving to Step 5.

  5. Class Forum: After reviewing the completed Key Ideas Google Doc [or your class's designated collaborative work space], post your responses to the following in the Class Forum: What are the implications of this document for School Library Media Specialists, school library media programs and curriculum? Keeping the Five Reflective Lenses in mind, what implications do you find most promising? Most challenging?

Section 3: Four "A"s Text Protocol

Participants will use the Four "A"s Text Protocol to expand their perspective, deepen their thinking, and build shared understanding regarding Montiel-Overall's "Toward a Theory of Collaboration for Teachers and Librarians". Participants should work in small groups of 4 - 5 students.

Work Time

  1. Working with your small group, agree upon your timeline for the task steps.

  2. Review "Toward a Theory of Collaboration for Teachers and Librarians," making notes of:

    • Assumptions you identify in the text
    • statements you Agree with
    • statements or positions you Argue with
    • statements or positions on which you want to take Action
  3. Use the Google Doc "ED 804 Four A's" to enter your responses to each of the first four prompts by by your group's agreed upon time before moving to Step 4.

  4. After the designated time for completion of Step 2, read each others' responses, and then enter your response to the final prompt: "What I am thinking now"

Section 4: Venn Diagrams

As highlighted in Montiel-Overall's theory of collaboration, the SLMS "is knowledgeable about standards at a local, state, and national level and is able to ... understand how information literacy should be integrated into content instruction..." This exercise helps participants situate the information literacy curriculum within the context of three sets of national standards: ELA and Math Common Core State Standards and Next Gen Science Standards.

Homework

  1. Review the Practices Venn Diagram.
  2. Create a revised Venn Diagram that includes Information Literacy standards.
  3. Share your revised Venn Diagram in your class's collaborative work space. [Google Drive is an option if you don't have a formal class collaboration space.]
  4. Reflect on similarities and differences between the revised Venn Diagrams.

Section 5: Analysis of educational context

The performance task for this module asks participants to apply the components of the module to analysis of a personally/professionally familiar educational context. This task will be a key component in the final performance task for the course.

Performance Task

  1. Assess an educational context with which you are personally/professionally familiar:

    • Which of Montiel-Overall's four Models most closely represents the types of partnerships in play?

    • What are the strengths of that context and your personal/professional profile that could be leveraged to move to a more collaborative model?

    • What are the challenges inherent in that context as well as in your personal/professional profile?

    • Identify 2 – 3 strategic next steps you could take as a school library media specialist to increase the level of collaboration in that educational context.

  2. Upload your analysis to your class's collaborative work space. [Google Drive is an option if you don't have a formal class collaboration space.]

  3. Review at least two classmates' analyses and provide feedback in the form of questions to help them deepen their analyses.