Collaboration and the Value of Assessments

Name: Nicdao, Jocelyn

Topic: CO

Citation: Moreillon, J. (2019). Co-planning and co-implementing assessment and evaluation strategies for inquiry learning. Knowledge Quest, 47(3), 40-47. Retrieved from

Summary: Moreillon discusses the importance of school librarians to work in “comprehensive collaboration” with classroom teachers and/or learning specialists in order to be valuable in the academic partnership. In such collaborative efforts, both school librarians and classroom teachers and/or learning specialists actively work together in the planning, implementation, assessment, and evaluation of a unit. More specifically, Moreillon emphasizes the value and use of assessments especially from both the school librarian and classroom teacher and/or learning specialist. Assessments coming from the collaboration of two or more adults allow for reliability and for different perspectives in practice and in the learning process. Assessments guide in the co-planning of learning throughout the unit, focused on the “what?” and the “how?” students learn in the process and the quality of that learning. Further, assessments allow for the co-implementation of further academic supports such as small groups or one-on-one for students who may struggle or the co-implementation of lessons to reteach with examples or to  re-frame for the whole class. Moreover, assessments inform the evaluation of the unit itself, with both the school librarian and classroom teacher and/or learning specialists seeing its successes and needs for improvement and thereby, planning for the next unit.

Evaluation: I find that Moreillon is basically encouraging school librarians to be a valuable part of the collaboration process, using assessments as tools to collaborate successfully with the classroom teacher and/or learning specialist in the planning, implementation, assessment, and evaluation of a co-taught unit. With that, she includes in this article examples of forms that can be used in the collaboration process. As she points out the many benefits and examples of co-assessments from both librarian and classroom teacher and/or learning specialist, I realize how much rich input school librarians can provide in co-teaching a unit and thus, become a prolific part of the academic partnership.

MOREILLON, J. (2016). Making the Classroom-Library Connection. Teacher Librarian, 43(3),  
8-18.  Retrieved from:
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.
Leadership: School Librarian Evaluation
Moreillon, J. (2013). Leadership: school librarian evaluation. School Library Monthly, 30(2), 24-25, 59. Retrieved from:
The implementation of Common Core influenced a review of teacher evaluations.  Teachers are evaluated on many aspects of their teaching including student achievement on standardized tests.  While school librarians are not specifically evaluated based on student assessment, they should be concerned about student success and how it can be achieved.  This article suggests that with the use of formal and informal assessments, such as pre- and post-tests, reflections, graphic organizers, and checklists, school librarians can accurately assess student learning and achievement.  It is also important for school librarians to practice self-assessment.  Some suggestions in the article for self-assessment include reflection on teaching, collaboration with teachers, professional development, outreach, collection access, leadership, and planning and evaluation.  The article even provides an example of a self-assessment, “School Librarian Self-Assessment: Five Roles of the School Librarian” as a resource for teacher librarians and school administrators.

This article provides a guide to school librarians with specific standards that should be met based on the American Association of School Librarians (AASL) 21st-Century Approach to School Librarian Evaluation. An emphasis in the standards is placed on the collaboration and co-teachingof school librarians with other teachers and faculty members.  Self-assessment and self-evaluation are important tools for any person to reflect upon if they want to become better.  The resource provided at the end of this article is a great tool to help school librarians initially self-assess themselves so that they can set goals for future improvement.

Building a Better Teacher

Beverly Rupe

ET-Learning Styles, cognitive theory, teaching, teacher assessment

Green, E. (2014). Building a better teacher: How teaching works (and how to teach it to everyone). New York, NY: W.W. Norton & Company.

This book explores the history of efforts to transform teaching from ineffective rote methods to more creative approaches. It includes a discussion of the academic research leading to teaching reform beginning in the 1980s, and uses examples from classrooms to illustrate the differences between effective and ineffective methods. Engaging students, encouraging them to talk (using “academic discourse”) and then listening to them to determine their needs are areas of focus in each of the classroom stories detailed in the book. The focus is on improving the art of teaching, which, according to the author, is a skill that can be taught. I found this book fascinating and very readable, and very pertinent to classroom teachers and TLs alike.

Douthit, Chris


Ferdig, R. & Pytash, K. (2014). There’s a badge for that. Tech & Learning, 34(8), 24-30.          

Summary: “There’s a badge for that” is an overview of the concept of badges and how they could impact teachers’ realities in terms of their own training and how they evaluate students.  Ferdig and Pytash define badges as “digital recognition for accomplishing a skill or acquiring knowledge after completing an activity (e.g., a course, module, or project)” (Ferdig & Pytash, 2014, p. 24).  Badges have come into vogue because of massive open courses, which often don’t produce credits but need a way to recognize student achievement.   The authors state that badges are good for educators in terms of professional development, teacher education, and as part of teachers’ own assessment of students.  The article culminates with further explanation of how to develop badges of one’s own.  

Evaluation: The idea of using badges of for professional development makes a lot of sense because these environments are fluid in their participation–some teachers take one kind, while others focus on a different kind.  Badges would make assessment and recognition easier within a school and for district accounting.   In the classroom, badges seem to be a very equitable and egalitarian alternative to grades, which are often limiting and do not motivate greatness in students.   Badges could take pressure off students while also developing in them a sense of cooperation and accomplishment, especially in terms of education that is increasingly self-driven.  

Jolene Nechiporenko


Shananhan, T. (2013).  Common core ate my baby.  Educational Leadership, 70(4), 10-16.

Debunking myths about the common core state standards.

In his article, The Common Core at My Baby, Timothy Shananhan tackles some common fearful myths surrounding the common core state standards.

#1     New standards prohibit teachers from setting purposes for reading or discussing prior

Shananhan tells us that “preparation should be brief and should focus on providing students with the tools they need t make sense of the text on their own.”

#2     Teachers are no longer required to teach phonological awareness, phonics, or fluency.

“…the new standards require as much early emphasis on decoding and fluency as in the recent past, and claims to the contrary are no more than myths, not breaking from NCLB. 

#3     English teachers can no longer teach literature in literature classes.

“Clearly, the new standards involve more than just reading novels, stories, poems, and plays and interpreting literary devices.”  Students will need to do more reading in informational texts such as science or history.
#4     Teachers must teach students at frustration levels.

The CCSS “indicate specific levels of text difficulty that students must be able to handle by the end of each school year.  These levels are considerably higher than current levels.”

#5     Most schools are already teaching to the new standards.

“Writing instruction will need to focus more on writing about the ideas in texts and less on just putting personal thoughts into words.  At the same time, reading will involve more critical analysis and synthesis of information from multiple texts.”

Shananhan explains that we can either shift our practices now or we can wait to our communities find out how ‘well’ we’re really doing. (2013)