A Prime Co-Teaching Opportunity

Whitlock, Kami


Jones, T. N. (2016, March 5). A Prime Co-Teaching Opportunity. Retrieved from https://www.slj.com/?detailStory=a-prime-co-teaching-opportunity

This article is written by Tara Jones, an elementary librarian who decided to take on a new role of research technology specialist at a 6-12 school. She describes her journey from a traditional librarian to co-teacher. She explains how she had to rethink how librarians collaborate with teachers. Her process included finding partner teachers, researching curriculum and analyzing technological tools. She also explains the seven models of co-teaching and what worked best for her and her partner teachers.

I enjoyed reading this article because it was a real life example of someone who had gone through the process of updating her librarian role. She gives great advice about the struggles of co-teaching and how to work through them. I also thought this article was helpful because it breaks down the seven models of co-teaching briefly. I highly recommend reading it if you are looking for information on what it takes to become a co-teacher and maintain a good co-teaching relationship.

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 https://files.eric.ed.gov/fulltext/EJ1201075.pdf

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.

Universal Design and the Arts

Ward-Sell, Krista

Topic, Collaboration

Glass, D., Meyer, A., & Rose, D. (2013). Universal Design for Learning and the arts. Harvard Educational Review, 83(1), 98-119


Glass, Meyer and Rose make an argument in this article that the arts should be integrated into classrooms. The overarching framework is the idea of Universal Design for Learning, which is a transitional framework, hoping to move student engagement in new directions that take into account different learning styles, offer a methodology for teachers to follow to deliver multiple modalities to reach a wider student audience and encourage engagement with the material. UDL focuses on the why, what and how of teaching and learning. 

The authors assert that not every student can be engaged in the same way, being unique, changeable individuals.  Ultimately, to reach more students, one must have a flexible approach to teaching. Specifically they present the case that co-teaching the arts in the classroom presents a unique and highly exploitable opportunity to engage students in new ways. Given that the Arts are becoming increasingly marginalized in our school systems, Co-teaching opportunities with arts teachers, who may, it is argued by the authors, have more experience in engaging students of all different learning styles and abilities should not be missed. 


I was particularly inspired by the author’s acknowledgement that while variability in ability and cognitive style results in frustratingly different student populations, this matrix of difference is roughly predictable, and when understood properly, can be planned for. I was often the outlier, as a child, this philosophy would have helped me immeasurably, especially in math. Visuals would have been helpful, but the teaching materials from the mid 1980’s were still heavily focused on rote memorization. How wonderful it would have been to have music incorporated in a math lesson, or painting, photography, or sculpture, origami?  While UDL is so much more than this specific example, anyone looking for a method to engage a student that is constantly daydream-drawing in her notebook and not paying attention, this is an article for you.

“Librarying” outside the library

Posted by: Ellis, Ruth, CO

Caladaza, B. (2019). “Librarying” outside the library. Knowledge Quest, 47(4), 36–43. Retrieved from https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=ehh&AN=134920242&site=ehost-live&scope=site

In this article, Caladaza (2019) highlights programming successes from her area that come from libraries working with subject teachers outside of the library (p. 38). For example, she discusses classroom activities created with the input of subject teachers with the librarians to enhance the curriculum: scavenger hunts for a research capstone class, Dia de los Muertos events in foreign language classrooms, constitutional amendment activities in government, etc. (Caladaza, 2019, p. 38). She describes several of these events, including author visits and a reading contest. The programs she describes range from co-teaching to collaborating with community members to hosting state competitions.  I thought this article was an interesting discussion of the ways that a teacher librarian can collaborate with other stakeholders in a school’s community. While I might have wanted to read more of the key details in how she and her team accomplish this, I do think this article is a great example of how a librarian can develop the role similar to the ways we’ve been discussing in class.

Co-teaching in Higher Education

Richers, Katherine


Lock, J., Clancy, T., Lisella, R., Rosenau, P., Ferreira, C., & Rainsbury, J. (2016). The lived experiences of instructors co-teaching in higher education. Brock Education: A Journal of Educational Research and Practice, 26(1), 22-35. doi: 10.26522/brocked.v26i1.482

Click to access EJ1148312.pdf

 According to the authors’ findings, coteaching can be beneficial to students and teachers alike. Their study focused on a Nurse as educator course, and they interviewed students and instructors. They chose to discuss the results from the instructor interviews.  Overall, the authors discuss some valuable insights about the relationships established by instructors when coteaching.

This was one of my favorite articles for Project 1. The authors focused on co-teaching in higher education; I’ve tutored at the freshman and community college level. At the time of publication (2016) research in co-teaching in higher ed tend to focus on reflections from faculty. I’m getting the impression there isn’t much research on this subject. I did not find much in my original search. I might have to conduct a survey on how prevalent co-teaching is in American universities.

Collaboration and Co-teaching – Nicole Walker

Smith, N. (2017, August 16). Balancing Teacher Autonomy and Collaboration. Retrieved from https://www.edweek.org/tm/articles/2017/08/16/balancing-teacher-autonomy-and-collaboration.html

Summary: This relatively recent article published by Smith is all about how to balance co-teaching and collaboration in a teaching environment with teacher autonomy. It attempts to answer the question: how can we collaborate while also allowing teachers time to plan and reflect for themselves? It discusses the reasons why allowing teachers to work alone occasionally is also incredibly important, and is just as important as collaborating with other teachers and school staff members, such as librarians. It also provides feedback for administrators and those running professional learning communities on how to get the most effective collaboration among teachers without creating burn-out or diminishing their autonomy in their classrooms.

Evaluation: While a highly opinionated article, this article really resonated in the way it described reflection and independence as integral parts to the learning process. It discusses in a candid way how finding a balance between expertise and working together can be difficult, but it also provides ways to manifest healthy, collaborative relationships in schools for both teachers, staff, and administrators, and outlines the clear benefits for all involved – from teachers to students. It also links other articles that are relevant on the topic, making it an information rich piece of literature that can be a very valuable resource for anyone who is a teacher or is working and collaborating regularly with teachers. Overall, I found it very helpful for my own project and learning, and felt that despite its apparent biases, it was valuable and worthy of being shared.

A Prime Co-Teaching Opportunity

Taylor, Diana


Jones, T. N. (2016, March 5). A Prime Co-Teaching Opportunity. Retrieved from https://www.slj.com/?detailStory=a-prime-co-teaching-opportunity

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.

Collaboration in Teacher Design Teams: Untangling the Relationship Between Experiences of the Collaboration Process and Perceptions of the Redesigned Curriculum.

Macchio, Monica


(2019). Collaboration in teacher design teams: Untangling the relationship between experiences of the collaboration process and perceptions of the redesigned curriculum. Studies in Educational Evaluation61, 138–149. https://doi-org.libaccess.sjlibrary.org/10.1016/j.stueduc.2019.03.010

This article is about a case study about teachers and their perceptions of collaborative teaching.  Depicts the positive aspects of teacher design teams.  Teachers are able to put into the curriculum topics of their choice and the article reflects on the teachers’ positive perceptions regarding this process.

Evaluation:  While at times methodical, it was an interesting read and one in which those interested in collaboration should look into.


Co-Teaching: How to Make it Work



I was engaged by this website from the first paragraph because I have had the exact same thoughts as a teacher! As the teacher-librarian I know I can offer support to my colleagues when they have the same feelings of being overwhelmed.

The area that I found most useful was “CO-TEACHING STRUCTURES” because I am very often utilized as a “push-in” support for literacy at the elementary level. Having the ability to refer to the clear and concise explanations has enhanced my own ability to work in other people’s classroom with OUR students.

I have this website bookmarked on my computer now because I find I refer to it often when I am not sure what my next step should be or I need reassurance that I do know what I am doing with this Co-teaching.

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.https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa433385848&context=PC&vid=01CALS_SJO&search_scope=EVERYTHING&tab=everything&lang=en_US


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!