Collaboration Question from Graduate Library Students

[Judi Moreillon]

Please put the level (elementary, middle, or high school) at the top of your response.

Please share specific strategies that you use to develop your instructional partner role with novice and with veteran classroom teacher colleagues.

We are especially interested in collaborative projects that include designing, planning, implementing, and assessing standards-based lessons or units of instruction.

[Lisa Hunt]

Last year my faculty "turned over" (kind of like when a pond turns over, and it was messy), and we had 1/2 our faculty brand new to our building, the district and/or teaching. We had 5 rookie teachers in their entry of teaching. I was very low key with collaboration because everyone was just crazed trying to keep their heads above water. I built relationships as a friend to create a foundation. I expected little of them, but always offered materials, help, a shoulder to cry on and each and every day a big, genuine smile. At the end of the year my faculty felt affection for me and the library.

Now, I am ready to "get 'em!" My school is 550+ PreK-6 grade students and I have a flexible schedule. We have been in school for 5 weeks, and I've seen all classes 3-4 times. I've done several collaborations, and I've been invited by the 5th grade Math teacher to come and teach with her in the computer lab. They go once a week for 1 hr each time, and this is the first of 5 planned visits. I will team teach once a month on these subjects - library resources/OPAC, internet searching, internet safety, ethics and interactives/aplets online. My focus will be "free" stuff that students can access through our library web pages and/or teacher pages. I am excited to incorporate some of the Google offerings in our last session. I'm doing this with the Math teacher!!! It just makes me giggle.

My faculty sees me as a major resource, and I keep thinking it has everything to do with my friendly attitude last year. Here are my best assets in my position: 1) my knowledge of our collection and the district holdings, 2) my ability to collect resources from multiple places, 3) my willingness to teach people anything I know {I'm not territorial, and I always grab our student teachers to begin their idea of what an LMS can be for them}, 4)my knowledge of our district/state objectives and instructional design, 5) my confidence about my role and what I bring to the educational setting. I know that I am valuable. I don't "prove" it. I just live it. Each day I make a contribution to instruction in my building, and that builds confidence for me. I have learned that confident people take action and "do". Sure mistakes are made, but I don't worry because I'm always learning, reading, sharing. I really love this job.

[Judy Franz]

Thanks, Lisa. What an inspiration you are for one like myself just starting out in school librarianship. I have taken your points to heart, and I really do have confidence that it will work.

[Sue Rasmussen]

What an inspiration. I am sure that your faculty sees you as a major resource and more importantly friend. Your statement that you know you know that you are valuable, you don't have to prove it, you just "live it" hit home with me because that is exactly how I feel. The best teachers are those who live what they teach. Thank you for sharing.

[Cecilia Tovar]

Hi Lisa,

It is great to know that you built relationships with your faculty as a friend. It is important to start this way in order for faculty to gain trust. In addition, you are an inspiration to me because I am hoping that one day my colleagues see me as a major resource. I do have a question regarding flexible schedule, do you feel that it works better for an elementary or for middle school?

[Lisa Hunt]

Cecilia, I am very fortunate to work in a state with solid LMC program standards (master's degreed, certified LMS in each 500+ elementary school and up through secondary; http://www.sde.state.ok.us/home/defaultie.html - Standard VII.) My district has always supported one LMS in each school and 2 at HS, as well as flexible scheduling for collaboration. I have always worked within a flexibly scheduled library program. It is not easy to get to everyone, include everything you want to teach and keep the collaboration going, but I would not every choose a fixed schedule instead. I think flex scheduling works great at the elementary level and I have great access to both teachers and students. I've know MS/JH librarians who struggle with collaboration, but honestly their complaints are the same we always hear. "Teachers don't want to come to the library. Teachers won't teach with me. I don't know the teachers well enough to get them to work with me." These are statements that often stand in the way of collaboration and excellent use of flexible scheduling. The LMS has the burden of overcoming these problems, and it doesn't really matter if you are elementary or secondary. If you create a dynamic program that addresses student learning needs... THEY will come.

[Sue Rasmussen]

You are very fortunate that your state recognizes the importance of having certified LMSs to having strong school library programs that have an impact. It sounds like those who struggle are maybe "sitting back" and waiting for the teachers to come to them. Is that the case? It shows again how building relationships to become a friend and trusted colleague can make a difference.
I'm curious, do you find that teachers mostly want to repeat lessons or units that have been successful or start from scratch with new ideas? How far ahead do you begin planning? Do you collaborate with LMSs within your district as well?

[Cecilia Tovar]

Hi Lisa,

Thank you so much for responding and I agree with you, in order for teachers come to the library the library program has to address student learning needs. I believe that problems like the ones you mentioned are always going to be a challange but with great support from the district and administration it can be accomplished.

Cecilia

[Deborah Dwyer]

I am facing a similar turn over this year with my staff. I like your idea of just being a friend and creating that foundation first. That may be for a couple of weeks or months or for a full school year and then you'll become more of the partnership.
I also love what you consider assets. I've never put into words what I consider my best assets, and I really agree with yours.

[Lisa Hunt]

When I did my end of year survey last May I was nervous because I knew that I hadn't taught nearly as much as I normally would teach during a school year. My collaborative activies seemed almost cut in half, but that was a decision that I made. Did these teachers really understand who I was and what I offered? WOW!! I was so wonderfully surprised to read their ratings and comments about me, our program and our collection. The comments were personal about what I do and praiseworthy about how our library helps them teach. Yes, my teachers do "get" me. Now, I am building on those relationships that have been begun. My circulation is up 25-30% already this year, and I'm teaching more than I have ever taught. Our library is so busy and requested, that sadly I have to turn away ideas and teaching options because we don't have enough time in the day. My principal is THRILLED to see so much happy activity! They say that the best asset in the classroom is the teacher; well, the best asset in the library is the LMS.

[Mary Ann Harlan]

I have been working this year on making my collaboration more meaningful, and therefore the students experiences more productive. I have upset a few veteran teachers who have used the library as a computer lab for their students, and an extra prep for them to grade papers, take a mental break, etc. I am hoping that the improved teaching and learning will either extend to them in the coming months/year, or that they will go to the lab for their word processing and Wikipedia research (I am not kidding) making my library more available for teachers who see research as a process that needs instruction, and students who know they can receive help and direction and do more in depth learning in the library. It is hard. I am not use to upsetting people, and it is a bit of risk but after many years of making the library the place to be it was time to implement the next step. I hope I have a positive experience from my risk taking, as your decision led to a postive outcome.

[Judy Franz]

Lisa, I love the idea of an evaluation given to the teachers at the end of the year. I used to do this with Middle School students, and it really improved my teaching. What a great way to be effective! Would you be willing to share the form you use for this? Is it provided by the district, or did you design it yourself? This is definitely something I want to incorporate in my teacher-librarianship

[Deborah Ramm]

Lisa,
How exciting to see a such a positive impact on teacher collaboration. Is it possible to see your survey? I think it would be great to use it in the future. I was wondering what type of lessons do you teach? Where did you find standards? Are there state standards for the school library? Thanks.
-Deborah