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.

Advocating for Collaboration

Waltz, Katherine

Topic: Collaboration (CO)

Bibliographic Citation:

Kachel, D. E. (2019). Advocating for collaboration. Teacher Librarian, 46(4), pp. 48-50. Retrieved from:

Summary: Kachel enumerates how best to plan for advocating the need for collaboration and coteaching between teachers and school librarians. She includes difficulties they may come up and plans of attack to convince stakeholders, administrators, and teachers that collaboration is necessary.

Evaluation/Opinion: I found this article easy to understand and quick to get through while still creating a fairly comprehensive plan that would allow for a librarian to best advocate for the need of collaboration and coteaching.

Discovery Den

McGillis, Jennifer


Berg, K., Kramer, J., & Werle, M. (2019). Implementing and Evaluating Instructional Partnerships. Knowledge Quest47(3), 32–38. Retrieved from

Summary: This article discusses the need for students in Bismark, ND to have “success skills,” which translate to the 4 C’s; creativity, collaboration, critical thinking and communication, and they believe this is achieved through project based learning (PBL).  It was also determined that the traditional library model was no longer conducive to the 21st century skills they were promoting. They transformed the library into a “Discovery Den” where the teacher librarian plays a vital role in collaborating with the teachers of the school on the students learning. The article also discusses the importance of a personalized learning environment, where students can “own their education.”

Evaluation: I found this article very helpful, it has a lot of real life practical ideas and reaffirms that many of the ideas we have discussed in class are what teachers and librarians are finding works in the real world. The author even talks about hearing her district being mentioned as a model to look at when she is listening to What Schools Could Be by Ted Dintersmith which was very exciting.

A Prime Co-Teaching Opportunity

Taylor, Diana


Jones, T. N. (2016, March 5). A Prime Co-Teaching Opportunity. Retrieved from

Summary: In this article, Jones discusses what it means for librarians to collaborate alongside of teachers and provides various co-teaching structures that can work. When just starting out, she recommends strategies for how to find likely partners of collaboration, how to find what research projects are planned, what to do next, and how to incorporate technology. She provides an overview the seven models of co-teaching. She also provides an overview of her “team teaching” model experience working with another teacher.

Evaluation: This article is particularly useful to new individuals going into the teacher librarian profession. It gave very specific strategies on how to support classroom instruction, so it was very real world applicable in terms of take away points.

Piloting the Learning Commons

Jay, Jessica


Murray, E. (2015). Piloting the learning commons: Coteaching and collaboration between a classroom teacher and a teacher librarian. 43(1), 18-24.


This article focused on the collaboration efforts of a 3rd grade classroom teacher and a teacher librarian.  The media center was changed into a learning common area with the classroom teacher and the teacher librarian collaborating together to teach students.  This article detailed a successful coteaching plan between a teacher librarian and a general educator. This study proved to be academically advantageous to students, as well.  


The results of this study were inspiring to me as a future teacher librarian.  To have a space that isn’t set aside just once a week for ‘library class’, but instead is transformed into a common, easily accessible learning area, is very exciting.  The students benefit, as well as the teachers. I’d love to try this model when I am officially a teacher librarian!