Effective Co-teaching

Bader, Devorah


Pratt, S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12. Retrieved from https://www.sciencedirect.com/science/article/pii/S0742051X14000249

Summary/Abstract: This grounded theory study explored how secondary school co-teachers in an urban Eastern Iowa school district resolved challenges to co-teaching relationships. Five partnerships participated in focus group interviews, interpersonal behavior questionnaires, classroom observations, and individual interviews. The resulting theory, Achieving Symbiosis, explains how co-teaching partnerships became effective in their collaboration through using personal differences and strengths to become interdependent. This theory provides helpful strategies grounded in the field for co-teachers as they seek to begin or improve collaborative teaching relationships, for administrators as they support co-teachers, and for teacher educators as they prepare students for collaborative partnerships.

This was a good article discussing the challenges with co-teaching and how to work with different strengths and weaknesses.  I particularly liked how it connected with the stages of group development that we learned about in INFO 204 and gave direction on how to relationship between the co-teachers is as important as the content they are trying to teach.

Collaborative Strategies for Teaching Reading Comprehension : Maximizing Your Impact

Khera, Michelle

Collaboration (CO)

Moreillon, J. (2007). Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: American Library Association.


This is a link to a book called Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon. It provides excellent information about the different ways teachers and librarians can collaborate in order to help increase students’ reading comprehension. What struck me was the vast amount of evidence showing that the higher rate of collaboration between teachers and librarians, the higher the students’ reading scores. I also liked the different approaches the book gives as far as how to co-teach, such as one teaching, one supporting, or station or center teaching, or parallel teaching. I look forward to spending more time with this book, as this is a topic about which I am very passionate.


Teachers Learn Better Together

Sasaki, Lori


Foltos, L. (2018, January 29). Teachers Learn Better Together. Edutopia. Retrieved from https://www.edutopia.org/article/teachers-learn-better-together?utm_source=Edutopia+Newsletter&utm_campaign=276255f59c-EMAIL_CAMPAIGN_030718_enews_askingstudents&utm_medium=email&utm_term=0_f72e8cc8c4-276255f59c-79404615 Article with tips about successful collaboration between teachers, laying out basic tenets for smooth and productive working relationships amongst collaborating teachers. The author describes the difference between clarifying questions and probing questions in a supportive environment.

Although the article seems to reiterate some basic tips about collaboration, I loved the reminder to appreciate small successes and changes. In addition, I appreciated the advice to approach collaboration in a similar way to the way we thoughtfully approach student learning – creating a safe environment, setting norms, making things manageable. After all, the conditions we set out for student learning should be good for adult learning, as well.

teacher librarian collaboration

Citation: Jones, Tara N. “A Prime Co-Teaching Opportunity.” School Library Journal, School Library Journal, 8 Mar. 2016, www.slj.com/2016/03/schools/a-prime-co-teaching-opportunity/#_.

Summary: In this article, teacher librarian Sara Jones explores how her practice collaborating with classroom teachers evolved.  She shares how initially, she believed that collaboration meant discussing with a teacher what they were teaching, going back to the library to design a lesson, and then present the lesson to students. Jones shares how she first worked on integrating herself more deeply into classrooms by establishing relationships with teachers and finding out what research projects were planned, then using Google Drive to collaborate on lessons. She also discusses the various models of co-teaching, and explains how she found that “team teaching” was the most effective model.

Evaluation: Jones’ article really resonated with me in thinking about what true collaboration looks like at my school site. I appreciated how she shared how her thinking about collaboration evolved, and her struggles and successes in the process. I agree with her assessment that team teaching is ultimately the most equitable form of collaborative teaching, although it often proves the most difficult to achieve.

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.

An Example of Co-Teaching

Mary Fobbs-Guillory


Ainsworth, L. (2016). Teacher and teacher librarian collaborative inquiry. Teacher Librarian, 44(2), pp. 28-31.

This article gives a detailed account of a co-teaching experience between a 5th grade teacher and a teacher librarian in Canada.  The class was studying Inuit culture and the skill of questioning.  The article documents the process of the professionals planning the lesson together and then teaching the class in two groups.  This method is also called Station teaching because the students rotate from being taught by one professional to the next.  The teacher librarian created a short video on challenging vocabulary for students to view ahead of time and posted it to the class blog.  The teachers taught how to ask questions and provided them with question builder frames and rubrics.  They read books, facilitated discussions, and provided artifacts and art prints from the local museum for the students to analyze and develop questions about.

This article gave a very detailed account of the lesson, I felt as though I watched it.  It gave me a full picture of what co-teaching looks like and how fun and powerful it can be.

MOREILLON, J. (2016). Making the Classroom-Library Connection. Teacher Librarian, 43(3),  
8-18.  Retrieved from:  http://libaccess.sjlibrary.org/login?
This article discusses how classroom teachers are often unprepared or unknowing of how to collaborate with librarians.  This makes it difficult for teacher-librarians because classroom teachers often feel uncomfortable with collaboration. This article discusses some of the issues that are experienced by classroom teachers and teacher librarians and it also discussed some possible remedies to these issues.  This article explains possible options that can be offered to teachers to help them understand what the teacher librarians can offer their classes.  It includes information on how the librarian can provide workshops to help teachers learn to work in tandem with the librarian.

Collaboration in High Schools

Martin, Jeanette
CO-Collaboration Strategies

Long, D. (2007). Increasing Literacy in the High School Library: Collaboration Makes It
     Happen. Teacher Librarian, 35(1), 13-17.


Many of today’s high school teachers have received little or no preparation in teaching students to read. Many of these teachers work in isolation, and struggle to provide the reading instruction that students need to succeed in their content areas. (Long, 2007). At Merced High School in Merced California, the literacy coach along with the librarian and Civics and English teachers decided to ban together to collaborate in teaching literacy skills needed to complete a combined project. A template was created on notetaking, summarizing and predicting text.  A template was also created for a works cited page, that the students followed. The results were as followed: the template improved the teachers’ skills on instruction of research as well as teaching students’ how not to plagiarize. The librarian was able to create a works cited template that was later utilized throughout the school. The webmaster was able to use the information in the collaboration of literacy to create links and pages useful to students’ research practices. In closing, Rodger, 2007, states the importance in having an open mind and create value in a library host system. Librarians must understand their host systems; they must understand the source of their claim to being a legitimate part of that system: and they must do their work well so the system is better because they are there. It’s usually far more a matter of asking and listening than it is of telling and pleading.”
This is something that has been reiterated over and over in the MLIS program at San Jose. Being such an integrate part of the school system that the district and the school wouldn’t think of cutting such an integrated and valuable asset such  as the school librarian. 

Co-teaching Relationships among Librarians and other Information Professionals

Alpers, Jessica


Medaill, A., & Shannon, A. W. (2012). Co-teaching relationships among librarians and other information professionals. Collaborative Librarianship,4(4), 2.

Summary: The article begins by discussing librarians as teachers and then delves into collaboration. A table is presented showing attributes of successful collaboration. This is followed by a discussion of co-teaching, with an explanation. Much information is given on the topic, including factors for success. The article goes on to describe methods for co-teaching, and explain what works and does not work. Following this discussion is a set of guidelines for successful co-teaching.

Evaluation: This is a good article describing co-teaching between librarians and teachers. For someone who may not have a lot of experience co-teaching this is a good resource to begin with. The tips and guidelines are very easy to understand. For those who have more experience, it is a good resource to help strengthen your understanding and performance as a co-teacher.