SBAC seeks Partnership for hybrid assessmemnt

Katie Hanna


SBAC seeks partnership for hybrid assessment. (2017). Education Week, 36(24), 4-4. Retrieved from

This is a quick one-page article about the Smarter Balance Assessment team looking for a partnership with Collegeboard or the makers of the SAT and ACT. While not long, and doesn’t provide much information, it is a topic I wish to keep an eye on for my teachers and students.

Katie Hanna


Salend, S. J., & Whittaker, C. R. (2017). UDL: A blueprint for learning success. Educational Leadership, 74(7), 59-63. Retrieved from

Universal Design for Learning is one of my favorite topics from my Special Ed Masters Program. 
To differentiate instruction for students with a range of learning differences,
-UDL provides multiple means of n Representation (presenting content in a variety of ways);
-Action and expression (varying the ways in which students are encouraged to respond and show their learning);
-Engagement (using a range of practices to heighten student motivation).

those three aspects of lesson design can be utilized for ALL students, and when you have classes coming to the library they are all at a variety of levels. Preparing for that eventuality allows your lessons to be accessible to every student with little to no modification.

The Article a Blue Print for Learning Success discusses how teachers use UDL in the classroom to reach all students in one lesson in a variety of ways. How the extra work planning and building a lesson is worth it in the end, much like an architect. By looking at barriers to success before the lesson you can ensure that the proper supports are built into the lesson before the student sits in your classroom.

Katie Hanna


Murawski, W. W., & Spencer, S. (2011). Collaborate, communicate, and differentiate! how to increase student learning in today’s diverse schools. Thousand Oaks, CA, US: Corwin Press. Retrieved from

The text was written by Wendy Murawski and Sally Spencer from CSU, Northridge. This book describes collaboration specifically between teachers and special educators. It also explains how teams working in the best interest of the students need to communicate and trust each other to be successful. This was one of my favorite texts from my teaching credential. It is poignant beyond the applications in Special Ed. Differentiating is a hot topic for all students, and as librarians, we collaborate with teachers daily. These skills and ideas transfer easily to our situation. 

Katie Hanna


Crippen, K. k., & Archambault, L. (2012). Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education. Computers In The Schools, 29(1/2), 157-173.

While a few years old, this article about supporting inquiry-based instructions gives a clear example and structure to how STEM programs utilize Inquiry in their lessons.

Loertscher, D.V. (2014). Collaboration and Coteaching. Teacher Librarian, 42(2),

Summary-This article discusses the importance of a teacher librarian in the classroom and how they can be an integral part to the instruction of students.  The role of the librarian has been changed a great deal.  We have gone from just checking books in and out to being involved directly in instruction. This can be done by collaborating with teachers in classroom instruction, PLCs, and professional development. 

Review- I really liked this article because it is true.  I have been working as a teacher librarian for over 5 years now and I do all of these things.  I work collaboratively with the teachers and staff here at the library.  I also am directly involved in coteaching the classes with the classroom teachers.  This article is timely and relevant.

Co-planning in co-teaching: A practical solution

Pratt, S. M., Imbody, S. M., Wolf, L. D., & Patterson, A. L. (2017). Co-planning in co-teaching: A practical solution. Intervention In School & Clinic, 52(4), 243-249. doi:10.1177/1053451216659474


Summary:  This article provides an outline of how coteaching might be properly implemented considering the limitations of teachers. It is based on the assumption that, while coteaching is obviously more beneficial to the students because of the combined teachers’ expertise, co-teaching can be hard to plan out when teacher are already overwhelmed by full schedules. In order for co-teaching to work, both teachers need to build the curriculum together. The article lays out a framework for co-planning the curriculum, co-assessment, and equal participation in each daily lessons. Most importantly, this framework is supported by technology, and the article discusses the various synchronous and asynchronous tools teachers can use to maintain equal levels of involvement and facilitate planning/discussion.

Review: This article looks more at co-teaching between two teachers, but the same framework can be applied to teacher-librarians (in fact, it may even be easier for them to engage in co-planning due to their involvement with supporting teachers in their curriculum). The article provides a bunch of practical information on co-planning, but also the article can be used as a potential example for connecting with teachers (i.e. showing teachers how co-teaching can be done even within their busy schedules).

[by Stephannie Tornow]

Technology and Project-Based Learning

Racone,  A., & Quale, M. (2017). Technology and Project-Based Learning. Independent School, 76(3), 54-61. Retrieved from


Summary: This article looks at the AltSchool network of schools in the US. AltSchool is an education startup which offers online platforms for personalized learning in traditional schools and formed micro-schools focused on personalized learning. AltSchool created the AltSchool Learning Cycle (ALC) with the intent of: motivated learning, constructed knowledge, and applied understanding. This article looks at how project-based learning (PBL) takes place in this personalized (and sometimes digital) environment. It examines the challenges faced in the PBL methodology when it was applied to the AltSchool elementary classes in 2016. The article looks at the types of challenges faced in PBL in general, such as, making sure projects relate the core subject matter while still allowing for exploration and personalization. 

Review: While this article is really tailored to information relating to this specific organization/ network (whether their system for PBL would work in a traditional classroom would need further study/justification), it does a great job in discussing how personalized can be integrated into PBL through the use of technology. Educators can harness and work with platforms to create interactive (digital) spaces for students to engage with a lesson/project in their own manner while still “sharing learning” with other students.

[by Stephannie Tornow]

Coteaching across STEM Disciplines in the ESSA Era of School Librarians as Teachers

Dow, M. J., & Thompson, K. W. (2017). Coteaching across STEM Disciplines in the ESSA Era of School Librarians as Teachers. Teacher Librarian, 44(4), 16-20. Retrieved from


Summary: This article looks at the STEAMALL project at Emporia State University, which requires licensed educators to complete four 3-credit-hour college courses specializing in coteaching scientific learning. Considering the ESSA era has focused more on digital literacy skills, the classroom is shifting to a more student-driven learning environment where coteaching offers new insights to teaching STEAM skills.The article looks at the techniques for collaboration between science, technology, engineering, and mathematics teachers and professional school librarians. It goes through the various stages of scientific research, and the effects of and the potential in coteaching during each step.

Review: The article provides a strong background/evidence for coteaching as a general concept, but could benefit from more direct evidence or studies on specific aspects. As such, it feels more like the article addresses how co-teachers can teach STEM (and why they should) rather than the techniques for this collaboration (as outlined in the abstract). In addition, there is not a lot of information on how this is impacted by ESSA, except in the article’s generalized notions that de-standardization allows for this type of teaching.

[by Stephannie Tornow]